school psychology & behavior analysis: collaboration for systems change elizabeth sexton, ph.d.,...
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![Page 1: School Psychology & Behavior analysis: Collaboration for Systems Change Elizabeth Sexton, Ph.D., NCSP Jody Silva, M.A., BCBA Claudia Rossi, M.Ed](https://reader030.vdocument.in/reader030/viewer/2022013011/5514b819550346f06e8b6581/html5/thumbnails/1.jpg)
School Psychology & School Psychology & Behavior analysis: Behavior analysis:
Collaboration for Systems Collaboration for Systems ChangeChange
Elizabeth Sexton, Ph.D., NCSPElizabeth Sexton, Ph.D., NCSP
Jody Silva, M.A., BCBAJody Silva, M.A., BCBA
Claudia Rossi, M.Ed.Claudia Rossi, M.Ed.
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““ABA. . . Involves the process of systematically ABA. . . Involves the process of systematically applying interventions based upon empirically applying interventions based upon empirically
derived principles of behavior to improve socially derived principles of behavior to improve socially meaningful behavior, and to demonstrate that the meaningful behavior, and to demonstrate that the
interventions employed are responsible for interventions employed are responsible for improvement in behavior.” improvement in behavior.”
(Steege, 2007)(Steege, 2007)
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ContextContext
Research on students with EBD:Research on students with EBD:
National Center for Educational Statistics:National Center for Educational Statistics:
• Approximately .96% of total school populationApproximately .96% of total school population• 51% 16 years or older drop out of high school51% 16 years or older drop out of high school
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ContextContext
Of students who did graduate (Merrell & Walker):Of students who did graduate (Merrell & Walker):
• 44% had been involved with the courst by end of second 44% had been involved with the courst by end of second year after graduationyear after graduation
• Witin 3 years after graduation, more than 50% had at least Witin 3 years after graduation, more than 50% had at least 1 arrest1 arrest
• More likely to be placed in restrictive settings & drop out of More likely to be placed in restrictive settings & drop out of high schoolhigh school
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ContextContext
Teachers of students with EBD:Teachers of students with EBD:
• Most have less than 5 years of experienceMost have less than 5 years of experience• Most stay less than 5 years in the professionMost stay less than 5 years in the profession
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““Findings indicate that ¼ to ½ of all Findings indicate that ¼ to ½ of all beginning teachers leave teaching within beginning teachers leave teaching within
four years, and many do so because of the four years, and many do so because of the lack of an adequate system of learning lack of an adequate system of learning
supports.”supports.”(Adelman & Taylor, 2002)(Adelman & Taylor, 2002)
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Behavior Analytic IronyBehavior Analytic Irony
• Functional Analysis & positive behavior support Functional Analysis & positive behavior support have been mandated by IDEAhave been mandated by IDEA
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Behavior Analytic IronyBehavior Analytic Irony
Gresham, 2004; Fox & Davis, 2005:Gresham, 2004; Fox & Davis, 2005:
• Little empirical support for external validity of Little empirical support for external validity of FBA for students with average intellectual ability FBA for students with average intellectual ability within the school settingwithin the school setting
• Interventions often don’t have empirical supportInterventions often don’t have empirical support
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Behavior Analytic IronyBehavior Analytic Irony
• Interventions chosen on basis of “personal Interventions chosen on basis of “personal appeal, popularity, ease of implementation” appeal, popularity, ease of implementation” rather than degree of researchrather than degree of research
• Integrity of behavior interventions either not Integrity of behavior interventions either not monitoredmonitored
• Research based “woefully insufficient”Research based “woefully insufficient”• Interventions that were “serendipitous in nature” Interventions that were “serendipitous in nature”
resulted in larger effect sizeresulted in larger effect size
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Behavior Analytic IronyBehavior Analytic Irony
Blood & Neal (2007) --Blood & Neal (2007) --
• Large gap between assessment of student needs & use of Large gap between assessment of student needs & use of that information to shape interventionthat information to shape intervention
• Behavior plans were “compliance documents” rather than Behavior plans were “compliance documents” rather than tools to shape behaviortools to shape behavior
• No consistent identification of:No consistent identification of:– Antecedents & consequencesAntecedents & consequences– Establishing operations or setting eventsEstablishing operations or setting events– Any instructional use of behavior function to help shape Any instructional use of behavior function to help shape
interventionsinterventions
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Behavior Analytic IronyBehavior Analytic Irony
Iwata & Worsdell (2005)Iwata & Worsdell (2005)
Few data that indicate that school personnel can Few data that indicate that school personnel can determine behavioral function reliably or determine behavioral function reliably or accuratelyaccurately
AndAndUse this information to design appropriate function-Use this information to design appropriate function-
based interventionsbased interventions
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RTI & Behavior AnalysisRTI & Behavior Analysis
BA technology provides a systematic BA technology provides a systematic means by which:means by which:
assessments can be performedassessments can be performed targeted interventions can be targeted interventions can be
developeddeveloped ongoing monitoring of ongoing monitoring of
responsiveness to those responsiveness to those interventions can be doneinterventions can be done
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Quantum Behavior AnalysisQuantum Behavior Analysis
““. . . What it takes to change the world . . . What it takes to change the world is one simple powerful idea”is one simple powerful idea”
J. JackleyJ. Jackley
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Quantum Behavior AnalysisQuantum Behavior Analysis
““. . . A broad system of supports is needed . . . A broad system of supports is needed to enable the creation of a system of to enable the creation of a system of
competent behavior support. . . That will competent behavior support. . . That will be sustainable”be sustainable”
(Witt, VanderHeyden & Gilbertson, 2004)(Witt, VanderHeyden & Gilbertson, 2004)
Intersection between clinical & organizational Intersection between clinical & organizational behavior analysisbehavior analysis
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Quantum Behavior AnalysisQuantum Behavior Analysis
Embedded in OBM & systems-level Embedded in OBM & systems-level behavior analysisbehavior analysis
““the eagle & the earthworm”the eagle & the earthworm”(Sultzer-Azaroff, 2000)(Sultzer-Azaroff, 2000)
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Quantum Behavior AnalysisQuantum Behavior Analysis
OBM “creates a structure for OBM “creates a structure for addressing behavior needs addressing behavior needs proactively & effectively”proactively & effectively”
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Quantum Behavior AnalysisQuantum Behavior Analysis
OBM --OBM -- creating self-sustaining systemscreating self-sustaining systems
training & education are aimed at all training & education are aimed at all levels of the organizationlevels of the organization
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Quantum Behavior AnalysisQuantum Behavior Analysis
““putting scientific methods in the hands of teachers putting scientific methods in the hands of teachers and students, to transform classrooms into places and students, to transform classrooms into places
for data-based discovery, fully integrated with for data-based discovery, fully integrated with educational practice.”educational practice.”
(Binder, 1996)(Binder, 1996)
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Quantum Behavior AnalysisQuantum Behavior Analysis
focus on individualized strategiesfocus on individualized strategies
ANDAND
Focus on classroom, school-wide, & school system-Focus on classroom, school-wide, & school system-wide strategieswide strategies
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Quantum Behavior AnalysisQuantum Behavior Analysis
Entails learning how to support Entails learning how to support
AndAnd
Reinforce both teachers and studentsReinforce both teachers and students
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Quantum Behavior AnalysisQuantum Behavior Analysis
Ultimate Goal – to affect the “broader Ultimate Goal – to affect the “broader working culture” which sustains working culture” which sustains complex and challenging behaviorcomplex and challenging behavior
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Quantum Behavior AnalysisQuantum Behavior Analysis
Lutzker &Lutzker & WhitakerWhitaker -- -- both “big” & both “big” & “dirty”“dirty”
Big = serves multiple participants over an extended Big = serves multiple participants over an extended length of timelength of time
Dirty = among the most difficult kinds of Dirty = among the most difficult kinds of applications to carry outapplications to carry out
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““. . . A broad system of supports is . . . A broad system of supports is needed to enable the creation of a needed to enable the creation of a
system of competent behavior system of competent behavior support. . . That will be sustainable.”support. . . That will be sustainable.”
( Witt, et. Al., 2004)( Witt, et. Al., 2004)
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Quantum Behavior AnalysisQuantum Behavior Analysis
A multielement/multicomponent treatment A multielement/multicomponent treatment packagepackage
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Quantum Behavior AnalysisQuantum Behavior Analysis
For Students – For Students – assessment of initial behavior assessment of initial behavior
repertoirerepertoire
design of behavior interventions to design of behavior interventions to expand this repertoireexpand this repertoire
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Quantum Behavior AnalysisQuantum Behavior Analysis
For Teachers –For Teachers –
direct trainingdirect training on-site modelingon-site modeling performance feedbackperformance feedback program evaluationprogram evaluation
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A system of “expert pedagogy and A system of “expert pedagogy and curricular design which involves curricular design which involves
training mentors to a high level of training mentors to a high level of behavior analytic skill, who can then behavior analytic skill, who can then
impart this expertise to other impart this expertise to other teachers”teachers”
(Greer, 2002)(Greer, 2002)
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Teachers FirstTeachers First
““Effective & ineffective teachers do not differ in how Effective & ineffective teachers do not differ in how they deliver consequences for undesirable they deliver consequences for undesirable behavior. Rather, they differ in their use of behavior. Rather, they differ in their use of
antecedent strategies to prevent the occurrence antecedent strategies to prevent the occurrence of problem behaviors in the first place.”of problem behaviors in the first place.”
(Witt, et al, 2004)(Witt, et al, 2004)
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Teachers FirstTeachers First
Treatment IntegrityTreatment Integrity = the degree to = the degree to which an independent variable is which an independent variable is implemented as intendedimplemented as intended
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Teachers FirstTeachers First
Integrity of plan implementation requires –Integrity of plan implementation requires –
data collectiondata collection analysis of interventions implemented to analysis of interventions implemented to
decrease likelihood of behavior’s occurrencedecrease likelihood of behavior’s occurrence teacher’s response to target behaviorteacher’s response to target behavior
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Lack of treatment integrity results in Lack of treatment integrity results in increased behavioral intensity and increased behavioral intensity and persistencepersistence
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Teachers FirstTeachers First
School Psychologist Consultant role –School Psychologist Consultant role –
ensure plan implementationensure plan implementation ensure sustainability of systemensure sustainability of system function asfunction as teacherteacher
trainertrainer
modelermodeler
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Teachers FirstTeachers First
School Psychologist Consultant Role –School Psychologist Consultant Role –
provision of supervisory support at a level to reduce provision of supervisory support at a level to reduce stress & increase self-efficacy for supersieesstress & increase self-efficacy for supersiees
embed an understanding of principles that govern basic embed an understanding of principles that govern basic behavior analytic technologybehavior analytic technology
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““There’s no failure, only feedback”There’s no failure, only feedback”
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Teachers FirstTeachers First
Performance FeedbackPerformance Feedback
Components –Components – frequent data reviewfrequent data review praise for correct implementationpraise for correct implementation corrective feedbackcorrective feedback addressing questions as they ariseaddressing questions as they arise
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Data collection SheetData collection SheetTeacher 1Teacher 1
Confirmation of Behaviors
0.00
0.20
0.40
0.60
0.80
1.00
1.20
1.40
1.60
1.80
2.00
Teac
her
Aide OT FI ME TA
Manners
Ignore RB AC
Disagre
e PC PSW
C
Physica
lVerbal PD OS OT
Blurt
Opportunity
Confirmed
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Teacher 2Teacher 2
Confirmation of Behaviors
0.00
0.50
1.00
1.50
2.00
2.50
Teac
her
Aide OT FI ME TA
Manners
Ignore RB AC
Disagre
e PC PSW
C
Physica
lVerbal PD OS OT
Blurt
Opportunity
Confirmed
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Teacher 1Teacher 1
Percentage of Positive Behaviors Consequated
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 240.00
1.00
2.00
3.00
4.00
5.00
6.00
7.00
8.00
9.00
Percent Confirmed
Aim
Total Behaviors
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Teacher 2Teacher 2
Percentage of Positive Behaviors Consequated
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
100.00%
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 250.00
2.00
4.00
6.00
8.00
10.00
12.00
Percent Confirmed
Aim
Total Behaviors
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Teacher 1Teacher 1
Percentage of Response Cost Behaviors Consequated
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
100.00%
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 230.00
1.00
2.00
3.00
4.00
5.00
6.00
7.00
8.00
9.00
Percent Confirmed
Aim
Total Behaviors
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Teacher 2Teacher 2
Percentage of Positive Behaviors Consequated
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
100.00%
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 250.00
2.00
4.00
6.00
8.00
10.00
12.00
Percent Confirmed
Aim
Total Behaviors
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Behavior Framework SpecificsBehavior Framework Specifics
It’s all PBSIt’s all PBS
It’s all behavior analytic technologyIt’s all behavior analytic technology
Increases in interventions and support, based on Increases in interventions and support, based on data & needs of the studentdata & needs of the student
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Tier 3
Tier 2 – Secondary PreventionSmall group interventions Systems-level (anger management, conflict coaching
Resolution) Begin Check in/Check Out individual
Tier 1 – Primary PreventionAntecedent Intervention Systems-level CoachingEO/MO manipulationFunctional Communication TrainingToken Economy
NCR Individual DRO/A/I coachingResponse cost Systems-Planned ignoring level
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Behavior Framework SpecificsBehavior Framework Specifics
““The task of designing a reinforcement-The task of designing a reinforcement-based intervention thus becomes one of based intervention thus becomes one of determining which conditions to change, determining which conditions to change, how to limit reinforcement for problem how to limit reinforcement for problem
behavior, and how to strengthen behavior, and how to strengthen alternative behavior.”alternative behavior.”
(Iwata & Worsdell)(Iwata & Worsdell)
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Behavior Framework SpecificsBehavior Framework Specifics
Essential features of intervention programs –Essential features of intervention programs –
reinforcement basedreinforcement based decrease behavior by –decrease behavior by –
-- -- altering antecedent conditions to make behavior less altering antecedent conditions to make behavior less susceptible to reinforcementsusceptible to reinforcement
-- eliminating reinforcement for the behavior-- eliminating reinforcement for the behavior
-- reinforcing the absence of problem behavior or -- reinforcing the absence of problem behavior or occurrence of an alternative behavioroccurrence of an alternative behavior
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Behavior change methodologyBehavior change methodology
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Behavior Analytic FundamentalsBehavior Analytic Fundamentals
antecedent interventionantecedent intervention Establishing/motivating operation manipulation Establishing/motivating operation manipulation
(EO/MO)(EO/MO) Functional Communication Training (FCT)Functional Communication Training (FCT) Token EconomyToken Economy
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Behavior Analytic FundamentalsBehavior Analytic Fundamentals
planned ignoringplanned ignoring response costresponse cost NCRNCR DRO/ADRO/A ExtinctionExtinction
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SSIPIP
NCR Individual Teacher
DRO/A/I Support/Coaching
Response cost Planned ignoringFunctional Communication Training
Antecedent Intervention Systems-level coachingEO/MO manipulation Begin Individual TeacherToken Economy coachingResponse cost
Function based InterventionsFBA/BIP
Incre
ase in
terv
en
tion
&
inte
nsity
of in
terv
en
tion
DRAFTIntensive, Function-based Tier 3 Intervention
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Behavior Framework SpecificsBehavior Framework Specifics
antecedent interventionantecedent intervention Establishing/motivating operation manipulationEstablishing/motivating operation manipulation Functional Communication TrainingFunctional Communication Training Token EconomyToken Economy
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Behavior Analytic FundamentalsBehavior Analytic Fundamentals
planned ignoringplanned ignoring response costresponse cost noncontingent reinforcement (NCR)noncontingent reinforcement (NCR) differential reinforcement (DRO/A)differential reinforcement (DRO/A) ExtinctionExtinction
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Behavior Framework SpecificsBehavior Framework Specifics
Understanding reinforcementUnderstanding reinforcement
Positive vs. negativePositive vs. negative
Social vs automaticSocial vs automatic
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Behavior Framework SpecificsBehavior Framework Specifics
• highly positive – positive praise, highly positive – positive praise, positive interaction, positive positive interaction, positive reinforcementreinforcement
• attention withheld to extinguish attention withheld to extinguish target behaviorstarget behaviors
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Behavior Framework SpecificsBehavior Framework Specifics
Level SystemLevel System Token EconomyToken Economy System of Positive RewardsSystem of Positive Rewards Response cost, planned ignoring, Response cost, planned ignoring,
extinctionextinction
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““. . . Behavior maintained by . . . Behavior maintained by reinforcement occurs because the reinforcement occurs because the
presence of some antecedent event presence of some antecedent event makes a reinforcer valuable. . .”makes a reinforcer valuable. . .”
(michael, **)(michael, **)
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Antecedent events – Antecedent events –
contextual or ecological variablescontextual or ecological variables setting eventssetting events stimulus controlstimulus control
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Scale up/scale downScale up/scale down
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Work Completion
0102030405060708090
100
8/3
1/0
9
9/7
/09
9/1
4/0
9
9/2
1/0
9
9/2
8/0
9
10
/5/0
9
10
/12
/09
10
/19
/09
10
/26
/09
11
/2/0
9
11
/9/0
9
11
/16
/09
11
/23
/09
11
/30
/09
12
/7/0
9
12
/14
/09
12
/21
/09
12
/28
/09
1/4
/10
1/1
1/1
0
Date
Pe
rce
nta
ge
Series1
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Excellent, Satisfactory, and Unstisfactory Days
0
1
2
3
4
5
6
7
Date
Daily S
core
Series1
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Behavior Framework SpecificsBehavior Framework Specifics
Establishing operations/motivating Establishing operations/motivating operationsoperations
= any antecedent that alters the = any antecedent that alters the effectiveness/value of a reinforcereffectiveness/value of a reinforcer
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Behavior Framework SpecificsBehavior Framework Specifics
Effects of EOs are diminished when responding Effects of EOs are diminished when responding produces reinforcementproduces reinforcement
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Behavior Framework SpecificsBehavior Framework Specifics
EO for positive reinforcement = deprivationEO for positive reinforcement = deprivation
EO for negative reinforcement = aversive stimuliEO for negative reinforcement = aversive stimuli
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Behavior Framework SpecificsBehavior Framework Specifics
Goal = to capture positive behavior Goal = to capture positive behavior and reinforce it & break the pattern and reinforce it & break the pattern of negative respondingof negative responding
= to replace negative behavior = to replace negative behavior with positive behaviorwith positive behavior
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Behavior Framework SpecificsBehavior Framework Specifics
Functional Communication TrainingFunctional Communication Training
FCT = teaching behaviors that are FCT = teaching behaviors that are functionally equivalent to the student’s functionally equivalent to the student’s challenging behaviorchallenging behavior
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FCTFCT
Provides the student a “more efficient way of Provides the student a “more efficient way of obtaining the consequences that maintain obtaining the consequences that maintain
problem behaviorproblem behavior
Use of alternative behavior reduces the use of Use of alternative behavior reduces the use of challenging behaviorchallenging behavior
(Durand & Carr, 1991)(Durand & Carr, 1991)
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““The logic of this approach is that if The logic of this approach is that if the student has another, more the student has another, more efficient way of obtaining the efficient way of obtaining the
consequences that maintain his or consequences that maintain his or her problem behavior, the use of the her problem behavior, the use of the
alternative behavior will alternative behavior will simultaneously reduce the use of simultaneously reduce the use of
challenging behavior.”challenging behavior.” (Durand & Carr, (Durand & Carr, 1991)1991)
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FCT Positive SkillsFCT Positive Skills
POSITIVE SKILLSPOSITIVE SKILLS -- -- Positive skills are taught and Positive skills are taught and demonstrated through direct instruction and modeling. Games like “Skills demonstrated through direct instruction and modeling. Games like “Skills Bingo,” “Skills Charades” and “Around the World” have also been Bingo,” “Skills Charades” and “Around the World” have also been developed, to provide ongoing modeling of target skills. Skills become developed, to provide ongoing modeling of target skills. Skills become increasingly complex as the student moves through levels, with each level increasingly complex as the student moves through levels, with each level incorporating more basic skills, and adding more complex skills. These incorporating more basic skills, and adding more complex skills. These skills include the followingskills include the following::
– Teacher Attention (TA)Teacher Attention (TA)– Following Instructions (FI)Following Instructions (FI)– Calm Person (CP)Calm Person (CP)– Accepting Criticism (AC)Accepting Criticism (AC)– Accepting No (AN)Accepting No (AN)– Problem Solving (PS)Problem Solving (PS)– Peer Cooperation (PC)Peer Cooperation (PC)
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FCTFCT
• General Skills –General Skills –– IgnoringIgnoring– DisagreeingDisagreeing– TransitionTransition
• Daily skills –Daily skills –– Work CompletionWork Completion– On-taskOn-task
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Catch them doing something good!!!Catch them doing something good!!!
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NCRNCR
““the main advantage of NCR is that it may reduce the main advantage of NCR is that it may reduce problem behavior even though reinforcement for problem behavior even though reinforcement for
problem behavior is still available”problem behavior is still available”
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NCRNCR
EO’s can be lessened prior to problem EO’s can be lessened prior to problem behavior by providing noncontingent behavior by providing noncontingent
access to reinforcementaccess to reinforcement
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Differential ReinforcementDifferential Reinforcement
NCR & extinction do not explicitly strengthen NCR & extinction do not explicitly strengthen alternative behaviors that are less alternative behaviors that are less
dangerous and more socially acceptabledangerous and more socially acceptable
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Differential ReinforcementDifferential Reinforcement
DRA/O/I. . .DRA/O/I. . .
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ExtinctionExtinction
Target BehaviorsTarget Behaviors BlurtingBlurting out of seatout of seat verbal aggressionverbal aggression physical aggressionphysical aggression property destructionproperty destruction destruction of point sheetdestruction of point sheet stealingstealing
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ExtinctionExtinction
Extinction = the reduction of behavior by Extinction = the reduction of behavior by withholding reinforcementwithholding reinforcement
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Response Costs
02468
101214161820
8/31
/09
9/7/
099/
14/0
99/
21/0
99/
28/0
910
/5/0
910
/12/
0910
/19/
0910
/26/
0911
/2/0
911
/9/0
911
/16/
0911
/23/
0911
/30/
0912
/7/0
912
/14/
0912
/21/
0912
/28/
091/
4/10
1/11
/10
Date
Freq
uen
cy
Blurting
Out of Seat
Verbal Aggression
Physical Aggression
Property Destruction
Major
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Putting It All TogetherPutting It All Together
Operationalize everythingOperationalize everything
Common Language/common behaviorsCommon Language/common behaviors
System for ongoing training and System for ongoing training and feedbackfeedback
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Manual OverviewsManual Overviews
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Scaling Up & Scaling DownScaling Up & Scaling Down
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SSIPIP
NCR Individual Teacher
DRO/A/I Support/Coaching
Response cost Planned ignoringFunctional Communication Training
Antecedent Intervention Systems-level coachingEO/MO manipulation Begin Individual TeacherToken Economy coachingResponse cost
Function based InterventionsFBA/BIP
Incre
ase in
terv
en
tion
&
inte
nsity
of in
terv
en
tion
DRAFTIntensive, Function-based Tier 3 Intervention
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My Best Piece of PoetryMy Best Piece of Poetry
Target Behavior
0
5
10
15
20
25
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
Day
# o
f O
ccu
rren
ces
blurt
out of seat
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