prairie lakes aea challenging behavior workshop: session 2

PRAIRIE LAKES AEACHALLENGING BEHAVIOR WORKSHOP: SESSION 2April 11, 2014

Facilitators: Allie Betsch and Jamie Rouse

Presenters: Glenda Harms, Becky Eglund, Julie Nadrchal, Brenda Gerdes

Objectives

1. Obtain the knowledge and skills to compete a functional behavioral assessment.

2. Obtain the knowledge and skills to complete a Behavior Intervention Plan that aligns with an FBA

QUESTIONS FROM LAST SESSIONA. Where does trauma fit into FBA/BIP?

-IT DEPENDS! Does it have a direct impact on the behavior? Is it ongoing? Here are some ideas-

Questions Continued…B. How do I receive credit for this class?• -Avatar directions on registration table

C. Who takes responsibility of writing the BIP?

-It depends AGAIN! AEA Behavior Strategist will work collaboratively with IEP team to make it a realistic plan

D. When will we talk about replacement behaviors/responding to the function of behavior?

-Today and next session we will take about the Behavior Intervention Plan and how to respond to the identified function of behavior

Session One Review Game• Teams of 8• 1:1 face-off with opposing team• Host (behavior strat. volunteers) reads the question• Participant rings bell to answer question• If participant gets it right, awarded point• If participant gets it wrong, opposing team has 2 minutes

to collectively decide on an answer• If right, awarded 2 points, if wrong no penalty.

Homework Review• Operational definition of a problem behavior

• Does it pass the stranger test?• How can you measure it?

• ABC Data• What tools did you use?• What were common antecedents• What were common maintaining consequences?

Function ReviewProblemBehavior

Obtain/GetSomething

Escape/Avoid

Something

SocialTangible/Activity

Adult

Stimulation/Sensory

Peer

• Step 1: Operationally define the target behavior.• Step 2: Identify antecedents• Step 3: Determine maintaining consequences

Develop A Hypothesis• Your best guess, based on your functional assessment

information, as to what the student is gaining or avoiding and what is motivating him/her to do it.

• Note: One behavior may serve one or more functions. More than one behavior may serve the same function

Step 4

Hypothesis Formula• When this occurs…The student does… in order to…

Antecedent

When _______

Behavior:

The student does __________

Consequence

… and as a result ____________

__________

What is the Function of/ Pay-off for Allison’s Behavior?• During Saturday detention, Mr. Vernon leaves the room. Allison

bites her finger nails and John, another student, says “Keep eating your hand and you’re not going to be hungry for lunch.” Allison bites her nail and spits it at John. John turns away.

Peer makes a comment

Spits a finger nail at peer

Peer turns away

Therefore, the function of the behavior is to: escape

Hypothesis Statement: When a peer makes a comment about her, Allison spits at the peer, in order to escape the peer.

What is the Function of/Pay-off for Andrew’s Behavior?• In the locker room after gym class, when Larry walks by,

Andrew tackles him and whips him with a wet towel. Andrew’s friend laughs loudly and says, “good one!” Andrew is given Saturday detention.

Antecedent/Trigger: When ..

Larry walks by Tackles and whipsFriends laugh and say

“good one”Therefore, the function of the behavior is to: obtain

peer attention

Hypothesis Statement: When Larry walks by, Andrew tackles and whips him with a wet towel, in order to gain peer attention (peer acceptance/respect, etc.).

What is the Function of/Pay-off for Claire’s Behavior?• During Saturday detention, Mr. Vernon gives the class an

essay assignment. Mr. Vernon leaves and Claire cries loudly. Thomas puts his arm around her and offers to let her copy his essay.

Antecedent/Trigger: When ..

Given an essay assignment

Cries loudlyThomas comforts and offers to let her copy.

Therefore, the function of the behavior is to: escape

task demand

Hypothesis Statement: When given and assignment, Claire cries loudly in order to escape the task demand.

Consider Setting Events• We ask: Are there any events that happen outside of the

routine that “SET UP” the behavior (make it more likely to occur)?

· Infrequent events that temporarily impact the antecedent

to increase or decrease the value of the behavioral

outcome. · CPI: Precipitating Factors

· Either increase or decrease the likelihood that a behavior

will occur

Antecedents vs. Setting Events• Antecedents - occur immediately before and act as

“triggers” for problem behavior

• Setting Events – indirectly

“set-up” the problem behavior by

temporarily altering the value of

maintaining consequences.

Setting Event Examples• Lack of sleep or food• Having a fight on the way to school• Bad grade on a test / reprimands• Forgetting to take medication• Substitute teacher / changes in routine• More Examples from Group?

Practice• Choose one tool • Identify setting events & antecedents• Determine maintaining consequences• Generate a hypothesis

John Bender

• Verbal aggression-using profanity, making threats, mocking others, using a negative tone with adults and peers, giving putdowns.

Richard Vernon

• Verbal Abuse: raising voice, making threats towards others and insulting students.

Break-Out Sessions/Lunch

11:00-12:00• Group A Lunch • Group B Breakout

12:00-1:00• Group B Lunch• Group A Breakout

CREATING BEHAVIOR INTERVENTIONPLANS

Competing Pathways Model

Setting EventsTriggering

AntecedentsMaintaining

Consequences

Desired Behavior TypicalConsequences

Problem Behavior

Alternative Skill

Manipulate to make behavior irrelevant

Manipulate to make behavior irrelevant

Teach to make behavior inefficient

Modify to make behavior ineffective

Key Components of BIPs• Prevent• Teach• Respond• Monitor

Prevent: Manipulate Antecedents & Setting Events• How can setting events and antecedents be changed so

that we can prevent the interfering behavior from occurring?

“An ounce of prevention is worth a pound of cure.” –Benjamin Franklin

“You can't prevent what you can't predict.” –K.M. MacAulay

?

Prevent: Manipulate Setting EventsRemove a problem eventModify a problem eventIntersperse difficult/unpleasant events with easy/pleasant events

Add events that promote desired behaviorsBlock or neutralize the impact of negative events

Table Time: Brainstorm• Come up with 10 prevent strategies

• Can fall into the GAIN or ESCAPE functions of behavior

• What strategies do you include in the majority of your BIPs for all students?

Prevent: Manipulate Antecedents

How can you make problem behavior irrelevant?

Antecedent Function of Behavior

Presented with math fact probe Escape difficult tasks

Teachers attention withdrawn Gain adult attention

Transition from centers Escape preferred activities

Told “no” Gain tangible objects

Partner work Escape peer attention

Individual seat work Gain peer attention

Teach Teach Teach

Setting Events TriggeringAntecedents

MaintainingConsequences


Problem Behavior

Alternative Skill

Teach• Specific Replacement Skills• General Social Skills• Coping and Tolerance Skills

What is a Replacement Behavior?• An alternative skill to the interfering behavior• 3 Characteristics

Same Function

As/more EfficientAcceptable

Serves the Same Function

Interfering Behavior

Maintaining Consequence

Replacement Behavior


Hitting and Kicking

End work-task

Keeping hands and feet to self?


Hitting and Kicking

End work-task

Putting work in a “later” box

Is Efficient

• How hard do I have to work to get the same result?

• Why would I raise my hand and wait when you always talk to me when I blurt?

Socially Acceptable

• Teacher-Approved?• Kid-Approved?• Friend-Approved?




Problem Behavior


What other students do.

Desired Vs. Replacement Behaviors

Alternative skill that serves the same function




Problem Behavior


Desired Vs. Replacement Behaviors

Science class

Instructed to work with partner

Tears assignment; stomp feet

Complete assignment on his own

Work with partner

Work is completed, social interaction

?

Test it out

General Social Skills

• General Skills• Help alter problems situations and prevent need for problem behavior• Reading skills• Organizational skills • Social skills

Coping and Tolerance Skills

•Teach student to cope or tolerate difficult situations

• Relaxation strategies• Breathing exercises• Positive self-talk• Anger management strategies

Respond• Reinforce desired behaviors & replacement skills• Modify consequences to problem behavior so problem

behavior is ineffective.

Respond: Reinforce New Skills• Match reinforcement w/ the function• Natural & Artificial Reinforcers

Take Home Message• Behavior Intervention Plans must be designed to match

the identified function of the interfering behavior. • Behavior Intervention Plans should:

• Prevent• Teach• Respond• Monitor

For Next Time• Complete an FBA using the competing pathways visual• Select a replacement behavior

What is Your Behavior Philosophy?

https://www.youtube.com/watch?v=jvzQQDfAL-Q

prairie lakes aea challenging behavior workshop: session 2

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