paraprofessional behavior module - arksped.k12.ar.us · curriculum too easy or difficult curriculum...
TRANSCRIPT
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Paraprofessional Behavior Module
Presented by:Maureen Bradshaw, State Coordinator
for Arkansas Behavior ConsultantsTerry Henderson and Beverly Smart,
Arkansas Behavior Consultants
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Goals for this module
1. Paraprofessionals will have a basic understanding of what it means to function as part of a behavior team.
2. Paraprofessionals will have a basic understanding of how to assist the supervising teacher in promoting and responding to student behaviors.
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Goals
3. Paraprofessionals will understand the importance of collecting and using data to support behavior change in students
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Competencies: Paraprofessionals will display…
1. A basic understanding of the purpose of behavior programs and the philosophical basis underlying the selection of the strategies and techniques that the supervising teacher may employ.2. An understanding of their role and the role of the supervising teacher in responding to student behavior and in the implementation of behavior support plans.
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Competencies: (Continued) Paraprofessionals will display…
3. An understanding of the variables that may contribute to student misbehavior.4. The ability to identify the ABCs (antecedents-behaviors-consequences) of behavior and understand the process and importance of using this data to facilitate behavior change.
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Competencies: (Continued) Paraprofessionals will display…
5. The ability to verbalize the importance of being proactive (e.g., teaching an appropriate behavior to replace an inappropriate behavior) over being reactive.6. The ability to identify the skills required to assist the supervising teacher in promoting positive behavior in the school environment.
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Competencies: (Continued) Paraprofessionals will display…
7. The ability to identify the skills needed to prevent inappropriate behavior, replace inappropriate behavior with appropriate behaviors, and respond appropriately to escalating behavior.8. The ability to observe, record and chart behavior under the direction of the supervising teacher.
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Competencies: (Continued) Paraprofessionals will display…
9. An understanding of the role of confidentiality and how it relates to behavior management and discipline of students with disabilities.
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Competency One
A basic understanding of the purpose of behavior programs and the philosophical basis underlying the selection of the strategies and techniques that the supervising teacher may employ.
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Our Purpose and Philosophyof Behavior Supports
1. The belief that the overall purpose of any behavior program is to aid the student in learning and displaying those behaviors conducive to learning and functioning in society.
2. The overall goal is to teach and encourage appropriate social behaviors.
3. The underlying philosophy is that appropriate behaviors can be taught just as we would teach any other lesson.
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Importance of a Common Philosophy
Prevents misunderstandingsEnsures that both the supervising teacher and paraprofessional approach student behavior in a consistent and appropriate manner
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Competency TwoParaprofessionals will understand their role and the role of the supervising teacher in responding to student behavior and in the implementing of behavior plans.
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Role of supervising teacher
Creating a positive learning environmentEstablishing classroom rules and proceduresDetermining positive and negative consequencesWriting Behavior plansEnsuring appropriate implementation of behavior plansMaking major decisions regarding the direction of behavior management
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Role of the Paraprofessional
Assisting the supervising teacher increating a positive learning environmentobserving, recording, and charting behaviorimplementing behavior planscrisis interventionsupervising students’ behavior during free play or class activitiesreinforcing appropriate behavior and skills
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Role of the Paraprofessional
Demonstrating and/or modeling appropriate behavior
Personal HygieneAppropriate conversation and language skillsManners
Coaching/cueing appropriate behavior
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Competency ThreeParaprofessionals will understand variables which contribute to student misbehavior.
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Dealing with Student Behavior
Behavior is complex. Behavior does not occur in isolation.Environmental and intra-student variables contribute to students’behaviors (both positive and negative).
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Environmental VariablesVariables present in the environment which can cause or contribute to the students’inappropriate behaviors.
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Environmental Variables
School/Classroom environmental factorsSupervising teacher/Instructional factorsCurriculum factorsSocial factorsHome/community factors
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School/Classroom Factors
Unsatisfactory professional development programs for staff.Inconsistent discipline programs/philosophical differencesBus ride (length, problems on bus carry over to school, etc.)Temperature of building/classroomsSchool and staff to student ratioAreas in building that are inadequately supervised
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School/Classroom Factors
Rules/expectations in class/building far exceed skills of students to be successfulInsufficient school materials (books, labs, other resources)Classroom seating arrangements (too close/near to peers, too far from supervising teacher, near window or distractions
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Supervising Teacher/ Instructional Variables
Supervising teacher expectations too high/too low for studentFeedback to student not frequent enoughRates of reinforcement too low for student’s needs
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Supervising Teacher/ Instructional Variables
Supervising teacher’s energy, fatigue, or tolerance resulting in higher negative or less frequent feedback and interactionInsufficient rehearsal time, direct instruction time and guided practice time.
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Supervising Teacher/ Instructional Variables
Level of supervision (frequency/rate) too low for student’s needsSupervising teacher’s teaching style does not take into account student’s various/preferred learning styles.
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Curriculum Factors (Knoff 2001)
Curriculum too easy or difficultCurriculum not relevant to the student’s needsCurriculum presented too fast or slow for student’s learning rate.Insufficient opportunity to practice
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Curriculum Factors
Length of curriculum presentation too long for attention span of studentPhilosophy of curriculum presentation too narrow or broad (e.g. phonics only)
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Social Factors
The supervising teacher and his or her ability to effectively manage a classroom and create a positive learning environment can contribute to the presence or absence of inappropriate behavior
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Social Factors
The student’s peer group can contribute in a positive or negative manner.
Do the peers support/reinforce appropriate behavior?Do the peers exert influence over inappropriate behavior by teasing, taunting, or instigating?
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Home/Community Factors
Absence of appropriate levels of parent supervisionDiscrepancy in values/expectations between home and school.Parents academic skills inadequate to help studentParents unable or unwilling to reinforce school-related academic/behavior strategies in the home
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Home/Community Factors
Parent/community difficulties such as substance abuseParent unwilling or unable to meet health/nutrition/basic needs of child resulting in school absences, tardiness, and the ability of student to concentrate on school tasks
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Intra-child VariablesVariables within the student which influence his or her behavior
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Intra-child Variables
Cognitive factorsPhysical factorsEmotional factorsAcademic FactorsMotivational Factors
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Cognitive Factors
Memory skillsLength of attention spanLanguage Self controlAbsence or presence of prerequisite academic skills
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Physical and Health Factors
Hearing, motor, visionSpeech (articulation, voice)Stimulation or fatigueSide effects of medicationStages of maturation/developmentHealth conditionsSensory problems
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Emotional Factors
Emotional conditionsPast/present history of abuse or neglect
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Academic Factors
Student’s level of academic functioning.Link between inappropriate behavior and the difficulty of the task. Inappropriate behavior increases with the difficulty of the instructional task.
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Motivational Factors
Major factor in motivation is the ability to predict success.You are more motivated to attempt a task if you have reason to believe you will be successful.
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Competency FourParaprofessionals will be able to identify the components and understand the process and importance of conducting an ABC analysis of behavior.
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Have you ever said:
I’ve tried everything!He needs to be somewhere else. He comes to school that way. He just needs a good spanking. Nothing Works!He does it all day.It’s his home.
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Have you ever said:
Nothing set him off . He could do better if he wanted to.He acts just like his daddy.What would you expect from his family.We punish him but it just doesn’t work.Can’t predict his behavior …There is no reason.
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Functional Analysis of BehaviorABCs of Behavior
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The basis of functional assessment is the acceptance that all behavior is a form of communication and allbehavior serves a purpose.
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The process of identifying what is causing or maintainingbehavior is called the ABCs of Behavior.
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ABCs of Behavior• Antecedent: What happens just before a
problem behavior occurs. Time of day, who is present, during what event/subject/task– Setting events: happen further away in time but
still contribute to the problem behavior: Lack of sleep, hunger, medication.
• Behavior: What the student does that is observable. Written in concrete terms
• Consequences: What typically happens after the behavior occurs. Indicates what maintains the behavior.
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ConsequencesBy looking at what occurs as a result of the behavior you are able to make an hypothesis about what is maintaining the behavior or what function is the behavior serving for the student.
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Function of BehaviorFunction of BehaviorWhat is the student getting or avoiding when they engage in a specific behavior?
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Typical Functions of behavior
Attention: peer attention, adult attentionEscape: get out of an activity or away from other students/staff.Sensory stimulation-self reinforcing behaviors such as thumb suckingAccess to materials or activities-something tangible the student wants.
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Examples
A B C
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Situation #1When the supervising teacher gives Joe a math assignment, he begins to get extremely disruptive, causing the supervising teacher to tell him to go stand in the hallway.
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Antecedents
What are the antecedents? What happens right before Joe’s behavior?
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Answer: Supervising teacher gives him a math assignment.
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ABCs
A B C
Math assignment
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Behavior
What behavior is the result of the supervising teacher giving Joe a math assignment?
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Answer: Disruptive behavior.He argues and curses.
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ABCs
A BMath Assignment Curses and Argues
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Consequence
What is the consequence for Joe engaging in disruptive behavior?
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Answer: He is removed to the hallway.
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ABCs
A B CMath Assignment Curses and Argues removed
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What do we know?
What do we know about when Joe curses?
He curses when given math assignments.
What is Joe getting or avoidingby cursing?
Being removed to the hallway is allowing him to avoid the math assignment.
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Did Joe get what he wanted?
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If Joe got what he wanted….
Was that the supervising teacher’s intent?Is it possible that the supervising teacher saw removing him as a negative or punishing consequence?Will Joe’s cursing behavior decrease under these conditions?
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For Joe the act of being sent out into the hallway is a reward…How do we know?…Joe’s behavior doesn’t decrease (which is the effect of punishment) but will increase or stay the same (which is the result of reinforcement).(We will look at punishment and reinforcement in more detail later.)
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Situation #2
Peter wants peer approval. When he smarts off to his supervising teachers, his peers laugh and later tell him how great he is. His supervising teacher asks him to open his book, Peter smarts off. His peers laugh and look approvingly at him. The supervising teacher gives him lunchtime detention. Peter serves his time in lunchtime detention willingly.
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Situation 2
What are the ABCs of Situation 2?
A B C(Antecedent) (Behavior) (Consequence)
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What is the antecedent?What predicts when the behavior is most likely to occur?
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Situation #2
A B CTeacher Request
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What is the behavior that we can observe?
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ABCs Situation #2
A B CTeacher requests Smarts off
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Consequence…What happens after the behavior occurs?
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ABCs
A B CTeacher requests Smarts off Peers laugh
give approval;Teacher givesdetention
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Function of Behavior:What does Peter want to get or avoidwhen he uses this behavior?
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He is trying to get Peer Approval.
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Is he trying to avoidlunch detention?How do we know?Because his behavior is not decreasing despite being sent to detention.
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Why isn’t lunch time detention stopping Peter’s behavior?
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Peter’s need for peer approval is stronger than the consequence of lunch time detention.
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Group Activity: With a partner, look at Activity Situation #1
Trisha wants supervising teacher attention. Whenever the supervising teacher gives Trisha an assignment to do she immediately puts her head down on her desk. Seeing this the supervising teacher walks over to Trisha, leans down and with great care talks to Trisha about how she knows Trisha can do the assignment if only she will try. The supervising teacher normally spends at least 2 minutes per assignment getting Trisha started
What are the antecedents, behavior and consequences?
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Activity Situation #1 Answers
What is the antecedent: supervising teacher presents a taskWhat is the behavior: Trisha puts her head downWhat is the consequence: supervising teacher attention.
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What do we now know?Trisha’s need for attention is greater than her need for academic learning or success. Presently the only time she gets the supervising teacher’s total attention is for being helpless and not working. If the supervising teacher wants to increase the amount of work Trisha does without assistance she needs to rearrange the consequence. Trisha should get attention when she is working, not when she is not working.
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Activity Situation #2
Every day during recess Spencer (who has a severe speech and language disability) runs over to the swings, which is his favorite piece of equipment. If he gets to the playground late and someone else is on the swing, he will grab the swing and or pull him/her off.
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Activity Situation #2 (continued)
Usually the student pulled off the swing will go and tell the duty teacher/staff who will eventually come get Spencer off the swing and make him stand on the wall. Spencer’s parents are tired of him standing against the wall during recess and want the practice stopped. The school’s position is that they can’t let him hurt the other kids.
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Activity Situation #2 answers
What is the antecedent: Recess, swingWhat is the behavior: Pulls or pushes another student off the swing.What is the consequence: Gets to swing on the swing.
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Activity Situation #3
Adam is an 11th grader. Whenever the supervising teacher gives him an assignment, which is unfamiliar to him, he argues about why he has to learn the material or why he has to do it. The arguments usually last a few minutes and ends with the supervising teacher becoming upset and sending him to the resource room.
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Activity Situation #3 (continued)
When he gets to the resource room, the resource room teacher sits down with him and explains what he needs to do to complete the assignment. Adam starts to work without any further comment.
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Activity Situation #3 answers
What is the antecedent: unfamiliar workWhat is the behavior: arguingWhat is the consequence: being sent to resource room/getting assistance
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What do we now know? Why do we know this?
Principles of learning
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Behavior Management: The Underlying Principles of Learning
Or “Why They Do What They Do”
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Competency FiveParaprofessionals will be able
to verbalize the importance of being proactive.
Example: Teach an appropriate behavior to replace an inappropriate behavior rather than waiting until a behavior occurs and attempting to “just stop” it.
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Most of us draw on our own past experiences and childhoods – for our knowledge about behavior and behavior management.We need to put that aside and take a fresh look – based on what science offers us.
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Paraprofessional responsibilities
Demonstrate, explain, model, and reinforce appropriate behavior and skillsObserve, monitor, and record students’behaviors in carrying out a particular behavior management plan.Help the teacher by responding immediately to students
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Paraprofessional responsibilities
Assist in working with smaller groups and individual activitiesIncrease monitoringProvide frequent attentionHelp prevent problemsDeal with problems quickly when they do arise.
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All behavior changes that result from experience = Learning
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Competency SixParaprofessionals will be able to identify the skills required
to assist the teacher in promoting positive behavior in the school environment.
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Competency SevenParaprofessionals will be able to identify
the skills needed to prevent inappropriate behavior, replace inappropriate behavior with appropriate behaviors, and respond appropriately to escalating behavior.
a basic understanding of learning and behavioral terminology
understanding of principles of reinforcement and punishment
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Classical Conditioning
Learning based on repeated association(The things that happen at the same
time as something important to you –become important also. These things then become signals.)
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Classical Conditioning (Continued)
Remember:The signal has to be clear – what they hear and what they seeThe time between the signal and what happens next needs to be short. (Signal needs to be immediately prior.)Example: Bell rings to signal end of class. Bell needs to be loud enough, and class needs to end right away – not 30 minutes later.
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• Song (is paired with)Party--------->Pleasure (Then the song
brings pleasure.)• Sight of you (is paired with)
getting in trouble--->Fear / anger (Now the sight of you brings fear and anger.)
• Darkness (is paired with)Loud noise------->Fear (Now darkness
elicits fear.)• ABCs (are paired with)
Clowns----------->Pleasure (or fear)
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• Teaching math (was paired with) Smurfs ---- fear, confusion, and resistance
• Some children reacted negatively to the use of disposable gloves – because they had been previously associated with bad experiences with doctors.
• An autistic child loved PE. When he saw the PE teacher, he wanted to go and play basketball. He liked her because of that pairing – that association.
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Extinction:*When those two things are no longer paired, the response gradually weakens and disappears - EXTINCTION occurs.
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SignalExamples:
Turn lights off is signal to be quieter.Bell ringing is signal for class change.Mom putting on shoes and coat is the signal she is going out.Timer going off is the signal that work is finished.Ambulance is a signal that something is seriously wrong!
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The Bottom Line….
YOU can become paired with “the goodies” or with what is “bad”, depending on what you do with your students. Are you a signal that life at school will be positive and successful? Or are you a signal that says life will be difficult –or even depressing?
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Operant Conditioning
Not all of our behaviors come from associations.We also learn from the consequences of our behavior. We operate on the environment andwhat happens AFTER we do something influences whether we do it again or not.
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Law of EffectBehaviors which lead to satisfying consequences will be strengthened and are likely to be repeated,
whereas behaviors that lead to unsatisfying consequences will be weakened and are less likely to occur again.
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Our environment is filled with consequences.
If I walk into the wall, it will hurt, and I am not likely to do it again.
Behavior produces consequences.Your behavior on the job will have the consequence of getting paid or getting firedStudents’ behavior at school will have the consequence of passing or failing
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ReinforcementReinforcement is the most importantconsequence.Definition of Reinforcement: Any consequence that increases the probability of a behavior occurring.What is reinforcing to one is not necessarily to another.
Listening to a type of music.Playing footballEntertaining a group
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**Don’t call it “reward.” The only way we know is if the behavior increases. *Case study - vomiting*Activity
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When training a new behavior
Important:1) Timing of the reinforcement (needs to be immediately after the behavior.)2) Continuous. Reinforce every single time the behavior occurs (in the beginning – you can space it out more later.)3) What we use as a positive reinforcer must be reinforcing.
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Some reinforcers are learned - some are naturally reinforcing.*Primary Reinforcers - naturally reinforcing and do not have to be acquired through learning: Food, water, warmth, air*Secondary Reinforcers - learned reinforcers (by associating them with primary reinforcers): money, grades, prizes, applause.
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Positive Reinforcement
Something (stimulus) is presented following a behavior, & the behavior increases.A behavior occurs. Then something follows it. And then the behavior increases.
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Positive Feedback (Praise)
A powerful strategy for increasing positive behaviorsTeacher decides when and how to useGuidelines:
Be specific for the positive behavior.Comment should focus on what the student did RIGHT.Include EXACTLY what part of the behavior is acceptable.
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Positive Feedback (Praise) Guidelines (continued)
Clearly communicates what behavior meets with approval.Should be given immediately.What you say should vary.Not too frequently or without reason.Be sincere and genuine.Be consistent.Be developmentally appropriate.
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Why Positive Feedback WorksReadily available as reinforcement Can be administered immediately after the desired behavior.Can be used repeatedly.May be used in combination with other strategies to increase behaviors.Can be tailored to a variety of behaviors by being specific about the activity.Works if the relationship between the student and the person giving the feedback is a positive relationship.
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Shaping: The method of reinforcing successive approximations of the target behaviorWhat if you never do what I want you to do? I’ll reinforce the closest thing to it that you DO now and then reinforce further actions toward it.Shaping Demonstration
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Examples of Shaping
*Shape eating with silverware.*Shape cleaning up classroom.*Shape sitting in seat.*Shape finishing task.
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Extinction
If reinforcement stops coming after the behavior, the behavior will gradually weaken and disappear.
If you stop giving attention for “calling out,” (and attention was what was keeping it there), “calling out”will weaken and disappear.
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Planned Ignoring (Extinction)When the inappropriate behavior is unintentional or not likely to recurWhen the goal is to gain teacher or para attentionWhen you want a behavior to DECREASE
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Do NOT ignore whenThere is physical danger to you, others or the childA student severely disrupts the classroomThere are violations of classroom rules or school policyOther students are providing attention
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Spontaneous Recovery:Recurrence of the behavior - after rest or not being in that situation - following extinction.
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• *Schedules of Reinforcement:• CONTINUOUS INTERMITTENTREINFORCEMENT REINFORCEMENT• (Every response is (Not all responses are
reinforced) reinforced)
Interval (Time) Ratio (# of responses)Fixed Variable Fixed Variable
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5 basic schedules of reinforcement:ContinuousFixed-intervalVariable-intervalFixed-ratioVariable-ratio.
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Fixed Interval - The first response that occurs after a predetermined period of time - is reinforced.Paycheck every month.Members of Congress - visiting with the voters in their districts. 2 years between elections almost up when they make visits home. Visits --> votes (reinforcement)
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Variable Interval - The 1st response made after a variable amount of time is reinforced. (Never knows when.) *Fishing – throw line in and wait.
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Fixed Ratio - Reinforcement occurs after a specified # of responses.*Piecework - bonus for every 100 pieces.*Paid after every 10 yards mowed. Student gets a point after working 10 problems.(High rate of responding.)
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Variable Ratio - Reinforcement occurs after a varying # of responses have been made. *Slot machines.Highest rate of responding
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Revisiting Extinction (or Planned Ignoring) – The Problem With ItOnce you start ignoring a behavior – if you give in, even once, you put that behavior on a variable ratio schedule of reinforcement! The behavior will then be much more resistant to extinction, and will be very difficult to eliminate.
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Non-Verbal Social Approval
NodsSmiles“Thumbs up” signPat on the back“High five”Administer as soon as possible following the appropriate behavior.
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Rules and Instructions as a Means of Increasing Positive Behaviors
Provide a guideline for what behaviors are appropriate.Clearly stated instructions or posted rules – enhance communication about expected behavior.Can be used with other strategies – like positive feedback.Restating the rules or instructions right before an activity will remind or cue the students about what is expected.
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Modeling Demonstration to make the expectation more clear
Build a positive relationship with the student
Invest time – to get to know them.A positive relationship sets the ground work for all other strategiesStudents are more likely to listen and respond to rules and requests if they know their interactions with the paraprofessional or teacher will be positive.
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Ways to be positive
Demonstrate to students their importanceLearn their namesActively listen to themRemember things said by them
Praise continuation of appropriate behaviorsShow interest in helping studentsExplain reasons for having rulesEncourage students to participate in activities
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Students respond better to adults who take a personal interest in them.Develop positive relationships with all studentsMake sure the ratio between positive and negative experiences for students is about 5 positives for every negative.
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Provide Cues to Students
NonverbalEye contactPhysical gestures (raising your hand in silence)Tapping or snapping your fingersCoughing or clearing your throatFacial expressions (smile)Body postures (tilting your head)
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Cues
More formal ones – that require training – usually during the first week of school.
Dimming or shutting off lights as a signal to be silentVerbally reminding the class of the procedures to follow.
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Proximity Control
A tactic you’ve used frequentlyStanding near a student who is experiencing difficultyMoving around the room helps students stay on task because of your “proximity”to them.The students know you’re aware of what’s going on – and “with it.”
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Proximity Control (Continued)
Helps the teacher to continue without interrupting the lesson or flow of the activityKeep in mind – don’t reinforce the inappropriate behavior or call attention to the student
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Ways to Help Students “Want to…”
Relate the material to their life experiencesDemonstrate an active interest in that child.Demonstrate an active interest in the child’s activity or work.Use lots of words and body language that support and give positive feedback to the student.
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Help Students Get Back on Task
Solving the problem with the studentReviewing the directionsProviding another example or demonstratingSupplying them the correct answer as a model
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Considerations
Behavior Management – an opportunity for TEACHING, not an opportunity for punishment.Consider the impact on the students’ best interests.Avoid embarrassing students.Suggestions should be constructive.Constructive suggestions should occur in private.
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Considerations (Continued)
Never engage in a power struggle. Strive for win/win.Thank students when they are trying to improve.DO NOT touch a student when s/he is upset.Keep teachers informed.Documentation should be objective and free of emotion.
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Behavior Management Plans
Written documentDescribes the behavior to be changedDescribes strategies or interventions regarding the target behaviorIncludes a recording systemDeveloped by teacher or school team.Sometimes includes paraprofessional’s input
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Behavior Management Plans (Cont.)
Assists the teacher and paraprofessional to proactively and effectively deal with behavior.Communicates behavioral expectations and consequences for achieving the goal.Helps paraprofessionals and teachers remain consistent.
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Situation
Students in Ms. Withit’s 7th grade language arts class frequently ask questions during independent seat work without waiting their turn or raising their hands. More than one student is often speaking at once and students yell the teacher’s name to get help.For three days, Ms. Withit and her paraprofessional counted and recorded the number of times students asked for assistance without raising their hands.
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For the three day period, the average number of times was 15 per class. Hands were raised only an average of 5 times.The teacher has decided that this is disruptive and that the first step in dealing with the problem is to create a plan which will increase the number of times that students raise their hands to request assistance.
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Sample Behavior Management Plan• Date of Plan: January 26, 2003• Class: 7th Grade Language Arts• Period: 5th, 11:20 a.m. – 12:10 p.m.• Starting Date: February 1, 2003• Ending Date: February 5, 2003• Objective
– Students in the class will increase the number of times they raise their hands to indicate that they need assistance during independent seat work to at least 20 times per 50 minute class period.
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• Target Behavior– Raising hand before requesting assistance.
• Activities– At the beginning of class on Monday the
teacher will remind students that the teacher and paraprofessional will no longer provide assistance during seatwork unless students have first raised their hand to signal that they need help.
– Watch all students for the target behavior (who raise their hand before requesting assistance and how often.)
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Record the behavior on the tally sheet attached below.Acknowledge that you’ve seen their hand raised.When a student raises his/her hand, call on him/her as soon as possible.Thank them for raising their hand and provide praise.Provide assistance.Ignore those students who call out without raising their hands.
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Reinforcement proceduresThe teacher will use verbal praise immediately following hand raising.When students ask questions without raising their hand or waiting to be acknowledged they will be ignored.
Materials neededClass Performance Chart with student names and target behavior.
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Recording proceduresUsing the tally sheet below, record the number of times that students raise their hands to request assistance during language arts class.
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Class Performance ChartStudent Monday Tues. Wed. Thurs. FridayAliceDougLouieMartinMaryMichaelPennySue
Total: Total: Total: Total: Total:Place a mark in the appropriate box for each time a student raises hand to indicate they need assistance. Repeat recording each day for one week.
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Summary of Guidelines Regarding Paraprofessionals’Responsibilities Regarding Behavior Plans
Remember: The primary concern is to provide the BEST educational opportunities for students and teaching them new skills.The teacher provides the plan or approach.Any behavior concerns outside the plan will be referred to the teacher.
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Summary of Guidelines Regarding Paraprofessionals’ Responsibilities Regarding Behavior Plans (Cont.)CONSISTENCY in following the strategies is critical.It is also important to systematically gather information about behavior in order to plan and develop effective strategies for teaching positive behaviors.
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Punishment
A stimulus or event occurs following a behavior, and the behavior decreases.Presentation of something unpleasant.Removal of positive reinforcement
Time Out (from reinforcement)Response Cost (a fine – take away positive reinforcement already earned.)
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Problems With Punishment
Onset/Offset Problem:The behavior that gets punished will decrease, but whatever behaviors are occurring when the punishment ends – will increase because it will be perceived that those behaviors are what caused the punishment to END.
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More Problems with Punishment
Doesn’t weaken the tendency to respond; just temporarily suppresses.Can generalize - similar situationsOr - Behavior might be suppressed only in the presence of the punisher.Sometimes backfires – and the behavior increases due to the attention it’s getting
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If punished intermittently, may cause indecisiveness.If no alternatives are available (and reinforced), may become withdrawn.Punisher - negatively reinforcedPunisher becomes a “Conditioned Aversive Stimulus” and the relationship can be damaged.Can cause anger and reduce cooperation and spark resistance and defiance
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More Problems With Punishment
Students’ self-esteem can suffer if the only attention they are receiving is in the form of punishment.Learned helplessness – “I can’t do anything right.”Can discourage both unacceptable AND acceptable behaviors.Discourages students from taking social risks.
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*Alternatives to punishment:
ExtinctionDRODRLDRADRI
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Observational LearningModeling
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Dealing With Escalating Behavior
Source: Sprague J., Walker H., Colvin G., and Ramsey E.
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Dealing With Escalating Behavior
Objectives:Identify common assumptions that get school personnel into power struggles.Learn procedures to de-escalate behaviors.
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Dealing With Escalating Behavior
AssumptionsI can’t let a student get away with this.I need to establish authority.I need to get him settled down.I need to be in control.
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Signs of Escalating Behavior
Questioning and arguingNoncompliance and defianceVerbal abuseDisruptionBothering othersDestruction of property
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More Signs of Escalating Behavior
Whining and cryingLimit testingThreats and intimidationAvoidance/escapeOff-task behavior
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Preventing Escalating Behavior
Recognize the behavioral signs for escalationAvoid escalating responsesMaintain calmness, respect, and detachmentUse crisis prevention techniques.
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Phases of Escalating BehaviorPhases of Escalating Behavior
T I M ET I M E
INTE
NS
ITYIN
TEN
SITY
1 2
3
4
5
6
7Calm
Trigger
Agitation
Acceleration
Peak
De-escalation
Recovery
Source: Walker H., Colvin G., & Ramsey E., 1995
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Phases of Escalating Behavior - One
Phase One: CALMCALM1. On task1. On task2. Follows rules & expectations 2. Follows rules & expectations 3. Responsive to praise3. Responsive to praise4. Initiates behavior4. Initiates behavior5. Goal Oriented5. Goal Oriented6. Socially appropriate6. Socially appropriate
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Phases of Escalating Behavior - Phase Two: TRIGGERSTRIGGERS•• SchoolSchool--BasedBased1. Conflicts
a. Denial of something they needb. Something negative is inflicted
2. Changes in Routine3. Provocations4. Pressure5. Interruptions6. Ineffective problem solving7. Errors8. Corrections
•• NonNon--SchoolSchool--BasedBased
1. Dysfunctional families2. Health Problems3. Abuse4. Nutrition5. Sleep6. Substance abuse7. “Drug babies”8. Gangs
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Phases of Escalating Behavior
Phase Three: AGITATIONAGITATION
Increase in BehaviorIncrease in Behavior1. Eyes dart1. Eyes dart2. Language non2. Language non--
conversationalconversational3. Busy hands3. Busy hands4. In and out of group4. In and out of group5. Off5. Off--task / Ontask / On--tasktask
Decrease in Decrease in BehaviorBehavior
1. Stares into space1. Stares into space2. Language 2. Language
subduedsubdued3. Hands contained3. Hands contained4. Withdraws from 4. Withdraws from
groupgroup5. Off5. Off--task, task, ““FrozenFrozen””
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Phases of Escalating Behavior
Phase Four : ACCELERATIONACCELERATION
1. Questioning & Arguing1. Questioning & Arguing2. Non2. Non--compliance & compliance &
defiancedefiance3. Off3. Off--tasktask4. Provoking students4. Provoking students5. Compliance with 5. Compliance with
accompanying accompanying inappropriate behaviorsinappropriate behaviors
6. Criterion problems6. Criterion problems7. Whining & crying7. Whining & crying8. Avoidance & escape8. Avoidance & escape9. Threats and 9. Threats and
intimidationintimidation10. Verbal abuse10. Verbal abuse
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Phases of Escalating Behavior
Phase Five: PEAKPEAK
1. Serious 1. Serious destruction of destruction of propertyproperty
2. Assault2. Assault3. Self3. Self--abuseabuse
4. Severe tantrums4. Severe tantrums5. Hyperventilation5. Hyperventilation6. Screaming6. Screaming7. Running7. Running8. Violence8. Violence
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Phases of Escalating Behavior
Phase Six : DEDE--ESCALATIONESCALATION
1. Confusion1. Confusion2. Reconciliation2. Reconciliation3. Withdrawal3. Withdrawal4. Denial4. Denial5. Blaming others5. Blaming others6. Sleeping6. Sleeping
7. Responsive to 7. Responsive to directionsdirections
8. Responsive to 8. Responsive to manipulative or manipulative or mechanical tasksmechanical tasks
9. Avoidance of 9. Avoidance of discussiondiscussion (unless there is (unless there is occasion to blame others)occasion to blame others)
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Avoid Escalating ResponsesAvoid Escalating Responses
Getting in the studentGetting in the student’’s faces faceDiscrediting studentDiscrediting studentNagging or preachingNagging or preachingArguingArguingEngaging in power strugglesEngaging in power strugglesTugging or grabbing the studentTugging or grabbing the studentCornering the studentCornering the studentShouting or raising voiceShouting or raising voice
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Techniques for Managing AgitationTechniques for Managing Agitation
Teacher SupportTeacher SupportSpaceSpaceChoicesChoicesPreferred ActivitiesPreferred ActivitiesTeacher ProximityTeacher ProximityIndependent ActivitiesIndependent ActivitiesMovement ActivitiesMovement ActivitiesInvolvement of the StudentInvolvement of the StudentRelaxation ActivitiesRelaxation Activities
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Prevention Is Good, But What Do You Do When The Behavior Occurs?
Source: Willis, T., 1998
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Prevention is Good, But What Do You Do When the Behavior Occurs
Reactive Strategies – Positive(Too many people who are restraint dependent and time-out dependent)No one wants a crisis – best emergency management is just don’t have one!Traditional management – to punishFirst you have to know WHY they are doing it (FA)And what are the cues and conditions under which the behavior occurs?
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If you know the antecedents, you know what NOT to do.
The behavior never occurs with this person…Ask the person: What do you do? (I just give him his space…etc.)Should be built into the program.Survive with dignityDon’t make it worse.If you have good antecedent strategies –good prevention, and good teaching, then reactively you can do whatever you want.
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When he pushes his work away, say “Do you need help?”When he puts his head down, say “You look like you need a break.”
We have designed activities he can understand; we have a nonaversive classroom; we are reinforcing him for participating and for completing, and for not stripping naked. All of the treatment is there. So we can let him take a break.
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THEN build it in that the activity is SO reinforcing that he won’t WANT to take a break.So GIVE him attention; GIVE him a hug; we are not worried because we have a good treatment plan.
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Let’s Get Real
So often, we try to create programs for kids that WEwouldn’t be able to do.
Imagine that you are sitting in a parking lot. Someone walks up to you, points a gun, and says “Give me the car.” …….You COULD say “I’m not going to reinforce that behavior….”
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Remember Rodney King? – Speeding, chased by police. Didn’t stop. Finally trapped. Gets out of car – big – but no gun, no bat, no knife. All saw on video – beating by police. What else could have been done?
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Traditional Reactions to Challenging Behavior
Wash mouth out with soapWrite 500 times “I will not….”Clean up the mess!Wash the wall!Wash all of the walls!If he refuses, MAKE him do it.Take a lap!Loud “NO!”
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NaggingTime-OutGo to your room!Go to bed early!You lose 5 points! (or worm, or apple, etc.)You’re grounded for lifeGo to the principal’s office!Systematic exclusionNo recessStay after school
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Traditional Reactions to Challenging Behavior
Punishment by delivery – Type 1Punishment by withdrawal – Type 2Natural ConsequencesLogical Consequences
NO REAL PURPOSE EXCEPT VENTING YOUR OWN EMOTIONS.Results in movement to the next stage of crisis
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Reasons for Avoiding Traditional Consequences
Punishment / disciplineLegal and administrative reasonsDanger of elicited aggressionDanger of “thoughtful” aggression Lack of social validity
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Antecedent Control Strategies
The Best Emergency Management is NOT to have an emergency in the first place.
What can we do?Remove seductive objects
Fidgety Phil gets into everythingLock the gate because Ted runs
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Lock your purse – Sandra stealsDon’t take Alan to the store – he has PicaDon’t give Ralph coins – he puts them in his mouthDon’t leave food out – Karen has an eating disorderDon’t leave sweets out – John has diabetesHe got in my purse again! (Why again?)
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Joe has ADHD and you have thousands of knick knacks out – and they are worth a lot. (Many have problems with impulse control – or no brakes.)Child-proof – and then when he’s learned – can bring them back out again.Kid who hates women (or men)Kid and teacher have personality clash – and clash...
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Remove unnecessary demands and requests
“Set the table” turning over the table.“Take out the trash” yelling and screaming“Do this puzzle” biting the teacher
Shape participation
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Eliminate the provocative statements and actions
Profanity when criticized in front of peers“You are noncompliant.”“You have just lost all your privileges.”“Hurry, hurry, hurry” (pushing and prodding)Hands on - leads to assaultChild mumbles something and you say, “What was that you said!!?? What did you say??!!”
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Change the timing and location of activities
Slow to awaken from nap – awaken gradually with music. PE in afternoon – not first periodDon’t ask them to clean up during their favorite movieDon’t interrupt ongoing activity (respect)Change appointment – schedule
Maybe can’t prevent all episodes, but many.
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Interrupt the Behavioral Chain
Don’t interrupt me.You made me lose my train of thought.What was I saying?Think of a tantrum
What does it look like?Think about it as a number of response chains.Think of the “task analysis” of the tantrumSlow motion – or turning on and off a VCR.
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Behaviors have little spaces between them. One behavior serves as a cue for the next.What I do right now reinforces the previous.Can you do something to INTERRUPT the chain of events?Lots of ways to intrude on that chain.
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Facilitative StrategiesDesigned to help the person solve the problem and regain control
Active listening - Reflect the message:
You seem to be upsetYou want to leave.You don’t like …Your ____ seems to be hurting you.
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Facilitating Communication in Other Ways
Determine the nature of the problem.What do you want?Do you have a problem?Do you need help?What’s wrong?Can you show me where it hurts?
Non-directive listeningUnderstanding presence
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Facilitate relaxationAcknowledge the person is upsetInstruction in relaxationModel relaxation position and movementMove to quiet placeDecrease volume and slow movements
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Help solve the problem.This is the way to do it.Have you tried this way?Prompt the solution.Use words like “calm down,” “chill out,” when teaching to relax.Then – when escalating – use the same words and THAT ITSELF will help them calm down.
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Identify his favorite music – divert him to it. Turn it on. Then teach HIM to do that when he’s upset. “When you’re upset, put on your music.”Set up a “Time-In” location – a place that has nice soft furniture, low lighting, very comfortable.Teach him that it’s the place to go and relax.Then when escalating – say, “Let’s go relax.”
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Help him solve the problem.You know you have someone who can tie his shoe. Today he asks for help to do it. Imagine you are on your way to an appointment. You lost your keys. You’re walking around – who took my keys? Can’t find them – late – upset.
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Train and build in reinforcement for independence, but at that moment, solve the problem – right thing to do.
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Redirection and Instructional Control
Redirect to competing activitiesRun an errandAsk entire class to name three favorite things and call on student with the problem firstAsk entire class to stand up and take a deep breath.“Check this and see if it’s ok.”
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Ask student to collect the classwork.2 children starting to escalate – “Excuse me, would you run this here – and you – would you do this over here?”
Or give directions to the entire group:Put your pencils down, everyone take a deep breath, now let it out, do it again. You just needed a little relaxation. (The two who were escalating followed along and that intruded on the escalation.)
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Look for directions they can’t help but follow – again, to interrupt.
Friend’s daughter – major tantrum. Loved ice cream. I’m going to Baskin-Robins, I’ll meet you in the car. She loves good ice cream. Can’t help but do it.Upset – think of their favorite thing –go up and say Let’s go do it. In many cases, they will. But make sure that event is available outside of the emergency.
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“Help me” instructionsRun this paper to the office for me.Help me take out the trash.Collect the papers for me. Or – I dropped my papers and I need your help. (Columbo)
Teach him to use an escape card that says I want to take a break. (or is red…) (Before, he was spitting at you to send the same message.) Now –“You look like you need to take a break.” – Prompt with card.
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Proximity controlCloseness may influence behaviorBut for some, it will help if you move away.If you can see it in their eyes, sometimes it helps not to ask them to do the task.
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Inject humorHumor may interfere with anxiety/ anger.Laughter may release endorphins which may give a feeling of well-beingUnderused coping strategyA look or gestureTickling VERY difficult to be angry and laugh at the same time.
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Creative Behavior Management
Stare into the airSwat fliesI forgot my ____Hold this for me.
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Look at ______!Dropped my contacts!Drop all your changeKnock over somethingTalk to yourselfFeign a heart attackCoughing attack
Creative Behavior Management
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Do something completely out of context:
Scream “They’re stealing my car!” –and go running out the door, slamming it.Escalating and about to hit you –“Oh, my gosh, I forgot to mail my taxes!” – Might be enough time to get you away.
Creative Behavior Management
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Stimulus Change: Guidelines
Dramatic stimulusShort-lived effectProblems with repeated useChange routine
May just give you a minute to get away, but may actually get him to stop.
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Physical Management
The last thing you ever want to consider.Geographical containment – strategic use of the environment
Get behind a tableClutter the environment – furniture, etc.Couch cushionsPosition yourself between him and door.
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Is physical intervention necessary?
Most can be avoided.Reasons to minimize physical methods:
People get hurtPeople have diedBad feelingsElicited aggressionTraumatizing to experience, and to watch
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Whenever you put your hands on people, someone gets hurt.Probably over 100 a year die.Truly a danger. Should be last resort.REMEMBER
When there’s nothing to do that’s for fun, there is a greater likelihood of challenging behaviors.Need noncontingent fun –throughout the day.
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Other things to do:
Show respect; patience. Keep your word.If you mess up, apologize.Positive interactionsTime to just visit
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Observing & Recording Student Performance
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Competency Eight
Paraprofessionals should expect to be able to:
1. Define behavior in observable, measurable terms
2. Use systematic procedures for observing and recording behavior including:
– frequency - anecdotal records– duration - interval recording– time sampling
AND
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Competency Eight (Continued)
3. Chart results of behavior observation using graphs
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Purposes of Data Collection & Behavior Observation
Supporting classroom instructionProviding feedback & reinforcement to studentsSummarizing & reporting student progressSupporting diagnosis & verification of disabilities
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Observation techniques used must…
contain enough information to be usefulbut
not be so complicated that it interferes with the observation.
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Observable & Measurable Behaviors
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Observable Behavior
Noted through one of the sensesUsually described by action wordsDoes not include feelings or intentions which are inferred from other behaviors
- aggressive - excited- angry - lazy- happy
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Measurable Behavior
Must first be observableMust be able to clearly determine whether the behavior is occurringMust be able to count the occurrences of the behavior and/or time the duration of the behaviorMust be able to tell when the behavior begins and ends
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Examples
Bobby talks to other students when the teacher is talking to the classBoth observable & measurable
Hear & see Bobby talkingCan count the number of times Bobby talks or time the length that he spends talking
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Examples
Bobby has a poor attitude toward school.
Not possible to determine exactly what Bobby is thinking
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Observable and Measurable Behavior Activity
Check if the behavior described is both observable and measurable.
_____ 1. Will is not in his assigned seat. _____ 2. Jim doesn’t understand a concept presented by
the teacher. _____ 3. Laura dislikes the other students in her group. _____ 4. Deb correctly completed ten math problems. _____ 5. Liz taps her pencil on the desk. _____ 6. David checked out five books from the library. _____ 7. Sue asks the teacher to repeat instructions. _____ 8. Vicki sucks her thumb during nap time. _____ 9. Barbara speaks without permission. _____ 10. Toni raises her hand to ask for help. _____ 11. Donna enjoys reading. _____ 12. Josie cries when she is in the cafeteria. _____ 13. Jon is lazy. _____ 14. Janet doesn’t like to work with the other
students in her classroom. _____ 15. Ken is angry.
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Observation Techniques
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Observation Techniques
FrequencyDurationInterval recordingTime samplingAnecdotal records
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The supervising teacher….
Identifies and defines the behavior to be observedDetermines where the observation takes placeDetermines when the observation will take placeDetermines the observation technique to be used
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Frequency
A record of the number of times a specific behavior occurs within a specific time period
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Frequency
Useful for recording behaviorsWith a clear beginning and endingOf relatively short durationThat tend to occur a number of times during the specified time period
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Frequency Components
A specific time periodA specific behaviorA method for tallying the number of events
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Sample of Frequency Record Form
Student: Myron Johnson Behavior: talk outs during science class
Date Time Start / Stop
Tally of Observations
Total Count
3/8/03 1:30 1:40 xxxxx xxxxx xxxxx
15
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Frequency Count -Examples
Number of math problems completed within 15 minutesNumber of times a preschooler talks to a peerNumber of times student raises hand during a 10-minute class discussionNumber of times student asks for help
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Frequency count NOT used for…..
Behaviors occurring at a high rate (ex. Tapping pencil on desk)Behaviors occurring for an extended period of time (ex. student sucking thumb)
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Frequency Data – Activity Part I
Billy, a student in the preschool classroom in which you work, frequently leaves his assigned “spot” during circle time. The teacher has asked you to observe him for five days during circle time and count the number of times he leaves his spot. You collected the following data during the five days. Day 1: left spot 7 times Day 2: left spot 9 times Day 3: left spot 4 times Day 4: left spot 6 times Day 5: left spot 3 times
Using the above data, complete the Frequency Record form.
Frequency Record Form
Student: Billy Behavior: Leaving assigned spot during circle time Day Time Tally Total Start /Stop
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Duration Recording
Used when we want to know how long a behavior lasts
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Duration - Examples
Crying/screamingHow long a student takes to complete a math assignmentHow long a student continuously taps pencil on deskHow long student takes to clean up play/work area
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Duration
Record the starting and ending time of a behavior Compute the length of time the behavior occursUsually used to observe behaviors which occur less frequently and continue for a period of time
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Duration Data Sheet
Student: Behavior: Date: Start_______________ End________________
Start_______________ End_________________
Start_____________ End_______________
Start_______________ End_________________
Start________________ End__________________
Start______________ End_______________
Start________________ End__________________
Start_________________ End__________________
Start______________ End_______________
Total Minutes Duration
Total Minutes Observed
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Duration Activity – Joseph Part I
Joseph, a student in the classroom in which you work, frequently taps his pencil forextended periods of time. This behavior is distracting to everyone in the classroom, andthe teacher has asked you to take data to determine how long the pencil tapping episodesare lasting. You observe Joseph for five days and obtain the following data. Day 1: Started 2:05 Ended 2:20 Total Time _________ Day 2: Started 1:30 Ended 1:40 Total Time _________ Day 3: Started 2:05 Ended 2:15 Total Time _________ Day 4: Started 2:45 Ended 2:50 Total Time _________ Day 5: Started 12:30 Ended 12:35 Total Time _________ Instructions:
1. Compute the length of time, in minutes, of each episode. 2. Record the information on the Duration Data form.
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DURATION DATA SHEET Joseph – Part I
Student: Behavior:
Day 1 Start Time ____________________ End Time______________________ Total Time ____________________ (# of minutes)
Day 2 Start Time _____________________ End Time_______________________ Total Time _____________________ (# of minutes)
Day 3 Start Time______________________ End Time _______________________ Total Time ______________________ (# of minutes)
Day 4 Start Time ____________________ End Time ______________________ Total Time _____________________ (# of minutes)
Day 5 Start Time _____________________ End Time _______________________ Total Time ______________________ (# of minutes)
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Interval Recording
Measures whether or not a behavior occurs within a specific time interval.
Total observation time is divided into smaller intervals, & observer records whether or not behavior occurs within that interval
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Interval Recording…
Get an estimate of both the frequency and duration of the behaviorMark only once whether the behavior occurred at any time within the intervalRequires observer’s undivided attention since observation is continuous for set period of time (interval)
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Interval Recording -examples
Child who throws toys during free timeStudent who talks to other students around them during work timeAmount of socializing student does during recess
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Interval Recording
Will work for any behavior that can be observed.
Must observe throughout the interval
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Sample of Interval Record Form Student______________________________________ ___________ Behavior__________________________________________________ X = behavior occurred O = behavior did not occur Record at 1 minute intervals Starting Time___________ Ending Time____________ Date 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
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Interval Recording Activity Jonathan
Jonathan frequently hums during independent work times. His humming is adistraction to other students trying to complete their work. The teacherhas asked you to observe Jonathan at one-minute intervals during a fifteen minute independent work time using an interval recording method. Using the data below, chart Jonathan’s humming behavior on the IntervalRecord Form. You observed him on November 5 from 9:45 to 10:00 a.m. Interval # Hummed – yes/no
1 yes 2 yes 3 yes 4 no 5 no 6 yes (2 times) 7 yes 8 no 9 no 10 no 11 yes 12 yes 13 yes 14 no 15 no
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Time Sampling
Similar to interval recording in that the observation time is divided into intervalsBehavior is recorded only if it occurs at the end of the time periodGenerally used for behaviors of longer duration
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Time Sampling…
May be done intermittently rather than continuously
NOT used with behavior of short duration such as hitting, spitting, or kicking
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Time Sampling - examples
reading a bookthumb suckingparticipating in game during recessworking on an assignment
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Time Sampling Record Form Student____________________________________________ Date___________Behavior_____________________________ X = behavior occurred O = behavior did not occur Interval #
X or O
Comments
1 2 3 4 5
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Anecdotal Notes
Anecdotal notes are written notes describing events or incidents that occur. These notes usually become part of a student’s file.Paraprofessional may be asked to complete anecdotal report if an incident occurs when they are with student.
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Anecdotal records might document:
Significant event which occurs unexpectedly or infrequentlySettings or conditions in which behavior occurredAntecedents & consequences of problem behaviorConversation with parents
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Anecdotal Record Guidelines
Record behavior immediatelyUse standardized anecdotal record form to make sure all relevant information is includedRecord what is actually observed rather than your feelings about the incidentUse performance terms to describe the behavior
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WHICH STATEMENTS ARE NONJUDGMENTAL?
1. The principal did a good job separating the 5th
graders who got into a fight during recess.
2. The teacher asked 15 questions during theclass period.
3. The teacher was too easy on Joe.
4. Dennis ate all of his lunch.
5. Maggie slept 15 minutes during naptime.
6. The parents of this child are totally
unreasonable.
7. The puppet activity was boring.
8. Four students were in the bathroom smoking.
9. Louie completed 17 out of 25 problems on themath test.
10. Sara ate three cookies during snack time.
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Anecdotal Record Guidelines - continued
Be careful about including information about other students (by name) in the recordBe aware that parents & other professionals will have access to the record
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Anecdotal Records – what should be included?
Name of the observerDate of the incidentTime when incident occurredName of student involvedDescription of the incidentLocation/setting where the incident occurredNotes/recommendations/actions takensignature
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Happy Days Elementary School Anecdotal Recording Form
Observer_________________________ Observation Date_____________ Observation Time_____________ Student Name______________________________ Description of the incident:______________________________________ ______________________________________________________________________________________________________________________ Description of the location/setting:_______________________________ ___________________________________________________________ Notes/Recommendations/Actions:_________________________________ ___________________________________________________________ _________________________________ Signature
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Activity – Anecdotal Recording
Directions: After reading the incident below, take out the information you don’t think needs to be included and then record the needed information on the “Anecdotal Recording Form.”
Tommy & Brad
(1) During morning (9:45) recess Tommy and Brad were outsideplaying on the slide. (2) Brad was behind Tommy going up thesteps on the slide. (3) He didn’t think Tommy was going fastenough. (4) Brad told Tommy to go faster and pushed the back ofTommy’s legs. (5) Tommy turned around and told Brad to stop itor else. (6) Brad told Tommy to shut up, and Tommy said, “Makeme!” (7) Brad grabbed one of Tommy’s feet, and then Tommystepped on Brad’s head with his other foot. (8) Brad was realmad at this point. (9) He pulled Tommy’s foot, and they both felloff the slide. (10) When they fell, Tommy landed on Brad. (11)Brad had some scratches on his back. (12) Tommy was justscared because he fell. (13) Brad can’t control his temper and isalways starting fights with the other children, but he runs awaybefore the other child can do anything to him. (14) Sometimes Ithink if we let one of them catch him it might put a stop to thisnonsense. (15) I know his whole family, and they’re all just likethis – they fight all the time. (16) If you ask me, I think they just like to fight, and I think it’s time we put a stop to it!
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Anecdotal Recording Activity – Tommy and Brad
Happy Days Elementary School Anecdotal Recording Form
Observer________________________________Observation Date_________ Observation Time ________ Student(s) Name_________________________________________________ Location/Setting_________________________________________________ Description of the incident_________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________
______________________________________________________________ Notes/Recommendations/Actions___________________________________________________________________________________________________ ______________________________________________________________ ____________________________________ Signature
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Charting Student Performance
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Why Chart?
Makes it easier & quicker to review dataEasy to see changes in student behavior or performanceBeneficial in providing information and feedback to students and parents
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Walking Log
Day # of Minutes Walked 1 8 2 10 3 13 4 12 5 17
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Walking Log
0
2
4
6
8
10
12
14
16
18
1 2 3 4 5 6
Day
# o
f M
inut
es W
alke
d
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Charting Frequency Data -Graphs
Graphs have a vertical axis and a horizontal axis
Vertical axis – record frequency of the behavior observedHorizontal axis – indicates observation period on which the frequency data was recorded
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3525201510
Frequency Data(Child Asking for Help)
0
10
20
30
40
1 2 3 4 5Day
Freq
uenc
y
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Frequency Data Activity - Chart Billy – Part II
Chart your data from Part I of the activity in the space below. Don’t forget to label thevertical axis and the horizontal axis.
________________________________________________
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1212863
Duration
0
5
10
15
1 2 3 4 5Day
Min
utes
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D ura t io n A ct iv ity – J o se ph P a r t I I
U s ing th e in f or m at io n f ro m th e D ur a t io n D ata a c t iv ity , P a r t I , ch a r t th e d a ta y o u re cor d e d us in g th e “g r ap h ” p ro v id e d b e lo w . R e m em b e r to lab e l y o u r v e r t ic a l ax is a nd h o r iz o n ta l ax is . T h e ve r t ica l ax is sh o u ld ind ica te th e d u ra t io n t im es o f J ose ph ’s pe nc il ta pp ing , a nd th e h or izo n ta l ax is sh o u ld in d ic a te th e d ay it o ccu rr e d . __________________________________________
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Summary
Precisely describe behavior to be observed & discuss examples with teacher before you record. Prepare recording technique ahead of time & make sure you are familiar with the form and the method for recording.Carefully observe time limits and intervals used in the recording.
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Summary (continued)
Prepare so that you need to make the fewest judgments while recording.Example – student touching other students
Record all touches whether gentle or hardIf unsure whether behavior fits criteria, refine criteria with teacher so that it is observable & measurable
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Observational Techniques Method Definition Examples of Behaviors
Frequency A record of the number of times a specific behavior occurs within a specific time period. Frequency recording is useful for behaviors with a clear beginning & ending & are of relatively short duration.
- hitting - leaving seat - hand raises - # of math problems completed
Duration A record of the length of time from the beginning to the end of a behavior, i.e., how long the behavior lasts. This method is used for behaviors occurring less frequently and for a longer time.
- crying episodes - how long student taps desk with
pencil - temper tantrums
Interval Recording A technique that measures whether or not a behavior occurs within a specific time interval.
- toy throwing - smiling - socializing with other students
Time Sampling (similar to interval recording)
Behavior is recorded ONLY if it occurs at the end of the specified time period.
- in/out of seat - on/off task - nail biting - participating in a game during
recess
Anecdotal Records Written notes describing/documenting events/incidents that occur & usually become part of a student’s file.
- Unexpected or infrequently occurring significant events
- Settings or conditions in which behavior occurred
- Antecedents and/or consequences - Conversation with parents
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Competency NineParaprofessionals will display an
understanding of the role of confidentiality and how it
relates to behavior management and discipline of
students with disabilities.
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ConfidentialityVERY IMPORTANT!
Can’t share information about a student
Posting in the hallwaysTalk in the teachers’ loungeHome In the store
Be very careful to practice confidentiality.