Understanding Student Behavior in its Context

May 2012

Division of Students with Disabilities and English Language Learners

If a child doesn’t know how to read

…we teach

If a child doesn’t know how to swim

…we teach

If a child doesn’t know how to tie his shoes

…we teach

If a child doesn’t know how to multiply

…we teach

If a child doesn’t know how to behave

... we?

2

Science of behavior has taught us that students….

Are NOT born with “bad behaviors”

Do NOT learn when presented contingent aversive consequences

BUT do learn better ways of behaving

if taught directly & given positive feedback

Every time any adult interacts with any student, it is an instructional moment!

3

Our Objectives

1) Review the conceptual foundations of positive behavioral support,

2) Apply our understanding to an individual student example, and

3) Design a sample classroom system of positive behavioral support for ALL students

Guiding Behavioral Science Principles

> Human behavior is pro-social

> Human behavior is important, meaningful, understandable, & predictable

> Human behavior is learned

> Human behavior is changeable & teachable

> Human behavior does NOT occur in a vacuum….it is affected directly by environmental events (such as social, emotional, physiological, cognitive and cultural factors)

> This is true for ALL students—including students with disabilities, and in ALL settings—school, community, and at home.

Adapted from: D Browning Wright, from Nishioka and Sprague, 2010

6

Principles of School-Based Behavioral Support

Behavior is shaped by one’s experiences

Behavior is learned and can be taught

Functional relationship between behavior & environmental events (the “ABCs”)> Antecedent events> Behavior > Consequence events

Behavior is COMMUNICATION

Adapted from From: D Browning Wright, from Nishioka and Sprague, 2010

All Behavior has a Purpose

Motivation2 basic premises:

To “get” something

To “get out of” something

UNDERSTANDING Function of Behavior

From: Loman and Borgmeier, 2010

Behavior

Escape/Avoid Something

Obtain/Get Something

Tangible/Activity

SocialStimulation/Sensory

PeerAdult

Most Common Functions of Behavior

To Obtain/ Get :

• Peer attention

• Adult attention

• Desired activity

• Desired object/ items

• Sensory stimulation: auditory,

tactile, etc.

To Escape/Avoid:

• Difficult Task

• Boring Task

• Easy Task

• Physical demand

• Non-preferred activity

• Peer attention

• Staff attention

• Reprimands

From: Loman and Borgmeier, 2010

Setting Events Antecedents Behaviors Consequences

Infrequent Events that increase the likelihood of a behavior occurring.

Aspects of the situation that reliably predict when behavior will occur.

“What happened before?”

What the student does.

Define behavior in measurable and observable terms.

What typically happens after the behavior occurs.

“What happened after?”

The Behavioral PathwayUnpacking the ABCs of Behavior

11

Increase

Desired

Behavior

Prevent

and

Decrease

Problem

Behavior

Goal of the Behavior Intervention Plan

12

The ABCs of Behavior

Antecedent Behavior Consequence

Teacher working with student

Humming Teacher tells student to be quiet.

Teacher working at board

Yawning/tapping pencil

Teacher helps with task

Independent reading

Yells across the room

Teacher reprimands then answers question

13

Antecedent

Behavior

Consequence

Terry is assigned

math work

Terry gets out of his

seat

Gets attention from peers &Escapes math(avoidance)

Step 1: Developing a Hypothesis

EXAMPLE

Terry is late to school

Setting Event

Antecedent

Behavior

Consequence

Terry is assigned

math work

Terry gets out of his

seat

Gets attention

from peers &Escapes math

Terry completes

mathwith Peer Tutor

Step 2:Selecting An Alternative Behavior

Consequence Changes

Antecedent /Setting Event Changes

EXAMPLE

Terry is late to school

Setting Event

Setting Events Strategies

Antecedent Strategies

Behavior Teaching

Consequence Strategies

BEHAVIOR SUPPORT PLANNING

Check in

Self-regulation exercises

Preview the day

Break down assignment

Scaffold instructions

Provide other choices to intersperse

Ask for help

Ask to work with Peer

Ask for time to self-regulate

Specifically praise and socially acknowledge within shorter time frames

Provide tutoring

Step 3: EXAMPLE

Setting Events Strategies

Antecedent Strategies

Behavior Teaching

Consequence Strategies

BEHAVIOR SUPPORT PLANNING

*Assess whether Math Level appropriate

*Increase amount of Math instruction

*Provide more appropriate peer access re:Math & Social

*Review class expectations prior to assigning*Group according to strengths*Give lead to student based on strength then switch to Peer Tutor*Break into do-able time segments inc. social breaks

*Teach expectations*Teach Self- Regulating skills*Teach student appropriate attention seeking skills*Teach to ask for assistance

*Use natural social praise*Use praising “schedule” and fade*Redirect positively*Construct plan so student “earns” attention time

Step 3 More detailed

EXAMPLE

Setting Events Triggering Antecedents

Desired Behavior

Problem Behavior

Acceptable Alternative Behavior

Maintaining Consequence

Maintaining Consequences

Setting EventStrategies

Antecedent Strategies

Behavior Teaching Strategies

Consequence Strategies

BEHAVIOR INTERVENTION PATHWAY

BEHAVIOR SUPPORT PLANNING

Functional Assessment

FUNCTION

18

Neutralize/eliminatesettingevents

Add relevant & remove irrelevanttriggers

Teach alternative

that is moreefficient

Add effective/ remove

ineffectivereinforcers

19

Classroom Systems for Student Success:Multi-tiered Frameworks

Tier 3/Tertiary Interventions 1-5%> Individual students> Assessment-based> High intensity

Tier 2/Secondary Interventions 5-15%> Some students (at-risk)> High efficiency> Rapid response> Small group interventions> Some individualizing

Tier 1/Universal Interventions 80-90%> All students> Preventive, proactive

1-5% Tier 3/Tertiary Interventions

5-15% Tier 2/Secondary Interventions

80-90% Tier 1/Universal Interventions

(Illinois PBIS Network (2008). Adapted from “What is school-wide PBS?”. [PowerPoint slides] Retrieved from http://pbis.org/schoolwide.htm)

> Individual students> Assessment-based> High intensity

> Some students (at-risk)> High efficiency> Rapid response> Small group interventions> Some individualizing

> All students> Preventive, proactive

Academic Systems Behavioral Systems

Teaching Matrix

CLASSROOM- Routines/ Tasks

ENTRY GROUP WORKINDEPENDENT

WORKEXIT

Greet others by

saying hello

Use polite and

courteous language

Raise hand quietly for teacher

assistance

Wait for teacher to

dismiss class

Slowly enter the room and

sit in assigned

seat

Keep hands and feet to

self

Stay in your seat

Slowly gather

personal belongings

Be prepared with class materials

Work with your partner to complete

assigned task

Stay on task

Plan for homework or finishing class work

Cor

e V

alue

s/

Exp

ecta

tions

Respect

Safety

Responsibility

1. SOCIAL

SKILL

2. NATURAL

CONTEXT

3. BEHAVIOR

EXAMPLES

Teaching Expectations Using an Instructional Approach

Define Observable, measurable

Teach Identify, prior knowledge, model, structured practice, acknowledge

Remind Pre-correct, prompt behaviors/rules prior to entering natural context

Monitor Supervise, feedback/acknowledgement, data

Evaluate Data, adaptations needed, non-responders needing more support

21

22

PBIS and Federal LawIndividuals with Disabilities Education Act (IDEA)

The IDEA as amended in 1997, provides support for the use of PBIS in its provisions by authorizing states to use professional development funds to "provide training in methods of . . . positive behavioral interventions and supports to improve student behavior in the classroom" (20 U.S.C. §1454(a)(3)(B)(iii)(I)). 

PBIS and New York State PolicyNew York State Guidelines

The New York State Education Department (NYSED) has established a State PBIS Technical Assistance Center (NYS PBIS TAC). 

NYSED has integrated PBIS support as part of its coordinated statewide special education technical assistance network, the Regional Special Education Technical Assistance Support Centers (RSE-TASC). 

23

PBIS and New York City PolicyNYC DOE Discipline Code

Each school is expected to promote a positive school climate and culture that provides students with a supportive environment in which to grow both academically and socially.

Schools are expected to take a proactive role in nurturing students’ pro-social behavior by providing them with a range of positive behavioral supports as well as meaningful opportunities for social emotional learning.

Effective social emotional learning helps students develop fundamental skills for life… including: recognizing and managing emotions; developing caring and concern for others; establishing positive relationships; making responsible decisions; and handling challenging situations constructively and ethically.

(The Discipline Code and Bill of Student Rights and Responsibilities, K-12, September 2011)

PBIS Practices Align with Other Evidence-Based Instructional Practices:

> Universal Design for Learning (Accessibility)

> Teacher Effectiveness

> Social and Emotional Learning (Engagement)

> Culturally Responsive Instruction

> Response to Intervention

24

PBIS ResourcesNYS Regulations

http://www.p12.nysed.gov/specialed/lawsregs/part200.htm

NYSED memorandum “Requirements relating to the Use of Behavioral Interventions and Supports”

http://www.p12.nysed.gov/specialed/publications/policy/BI-909.pdf

Guides for conducting FBA and BIP within SESIS

http://intranet.nycboe.net/SpecialPopulations/SpecialEd/Behavior.htm

NYS Quality Indicators: www.p12.nysed.gov/specialed/techassist/behaviorQI-310

NYS PBIS

www.nyspbis.org

National PBIS

www.pbis.org 25