Changing Challenging Behavior

transcript

Changing Challenging Changing Challenging BehaviorBehavior

Caryn A. CoyleCaryn A. Coyle

CCRESACCRESA

November 27, 2007November 27, 2007

Authority/Guidance• State Board of Education PBS

Policy (September 2006)

• Seclusion & Restraint Document (December 2006)

What is PBS?

PHILOSOPHY

ROAD MAP w/Strong Research-Based

Foundation

Educational Approach to Problem Behavior

A Brief History of Positive Behavior Support

– Since mid to late 80’s– Oregon/Kansas/Florida– International Positive Behavior Support

Association– PBS Committee in Michigan (late 90’s)– MiBLSi– State Board Policy (September 12,

PBS is NOT:• NEW• Intervention Package• Specific Strategy• Consequence-based• Punishment-based

Applying Positive Behavioral Support and Functional Behavioral Assessment in Schools, OSEP Center on PBIS (2000)Horner, R.H. (2000)Janney, R. & Snell, M.E. (2000)Sugai, et. al. (2000)

What is Positive Behavior Support (PBS)?

• A Philosophical Shift of Epic Proportion– From “bad; naughty” to “needs to be met”– Looking for the “why” of behavior so that new

behavior can be taught.

• Functional Behavioral Assessment– Identification of Behavior– Data Collection (ABC)– Hypothesis re: cause of behavior

• What is being communicated?• What is the function of the behavior?• What need is the behavior satisfying?

What is PBS?• Plan developed to:

• Address environmental/antecedent changes• Address teaching of new skills to student• Address the need to respond to current behavior.• Embrace discipline rather than punishment• Collect data to measure effectiveness of plan• Meet regularly to assess effectiveness of plan

Components of PBS• COLLABORATIVE Problem-Solving

– TEAM Problem-Solving Approach– Meeting Mechanics Tool

• Data-Driven– Use of Functional Behavioral Assessment– Using data to guide decision-making

• Use of Evidence-Based Strategies

• Focus on PREVENTING Challenging Behaviors (proactive)

• Focus on TEACHING new skills (educational)

Adapted in part from Janney, R. & Snell, M.E. (2000) and Positive Behavior

Support for ALL Michigan Students (MDE, 2000)

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 multiply..we teach.If a child doesn’t know how to behave… we punish?

John Herner

How do we TYPICALLY deal with child misbehavior?

Use of some form of PUNISHMENT

What’s wrong with THAT?

Old vs. New ThinkingOld vs. New Thinking

Old Thinking

Views the PERSON as the problem

Attempts to FIX the child

Emphasizes REDUCING Behavior

Relies on NEGATIVE consequences

Expectations of a QUICK fix

Designed by an “EXPERT”

OBJECTIVE: MANAGEMENT

New ThinkingViews the SYSTEM/SETTING &

SKILL DEFICIENCY as the problem

Adjusts Systems/Settings & Improves Skills

Emphasizes INCREASING Behavior

PRIMARILY relies on POSITIVE approaches

Goals of SUSTAINED results

Focus on TEAM approach

OBJECTIVE: TEACHING

Adapted from Positive Behavior Support for ALL Michigan Students (MDE, 2000)

Functions of BehaviorFunctions of Behavior

GET Something (we like) AVOID Something (we don’t like)

INTERNAL

RelaxationSelf-StimulationJustice/FairnessSensory Input Enjoyment

EXTERNAL

AttentionChoice

Objects/$Praise

INTERNAL

FailureSensory Input

EmbarrassmentBoredomAnxiety

EXTERNAL

TaskPeers/Teacher

HomeworkChores

Positive Behavioral Interventions

COMMUNICATIONWhat is Behavior?

What is Behavior?

What is Behavioral Intervention?

INSTRUCTION (Discipline)

What is “Discipline”?

Education/Teaching

Bloom’s Taxonomy• Knowledge:

– Label, list, memorize, recall, name, order

• Understanding: – Classify, describe, explain, restate

• Application:– Apply, choose, demonstrate, dramatize

• Analysis:– Analyze, appraise, compare, contrast, criticize,

differentiate

• Synthesis:– Assemble, collect, compose, construct, create, design

• Evaluation:– Appraise, argue, assess, attach, defend, judge, predict

Piaget’s Stages of Cognitive Development

• Preoperational Period (2-7 years)• Speech is egocentric (2-4)• Symbolic (pretend) play begins (2-4)• Intuitive grasp of logical concepts in some

areas (4-7)• Reality not firm (4-7)• Child not able to show principles

underlying best behavior; rules of game are not developed, simple do’s/don’ts imposed by authority.

Piaget, continued• Concrete Operations (7-11 years)

• Evidence for organized, logical thought• Perform multiple classification tasks• Concrete problem-solving• Some reversibility now possible (math

problems)• Categorical labels such as “animal” or

“number” now available

Piaget, continued• Formal Operations (11-15 years)

• Abstract thought• Multiple hypotheses• Formal logical systems: proportions,

algebraic manipulation, other purely abstract processes.

• Prepositional logic (if/then steps)

Consequence-Based Behavior Intervention

Pros• Fast• Vindication

Cons• Too Fast• Doesn’t teach

replacement behavior

• Other behavior arises-usually worse

Designing Behavior Support Plans using the ABC Paradigm

ANTECEDENT BEHAVIOR CONSEQUENCE

PREVENTION

Alter Environment to Foster Success

Eliminate / Reduce / Change

Environmental Variables that Predict

Failure

Implement Supports the Predict Success

TEACHING

Behavior Alternatives

Social Skills

Coping / Tolerance

Independence Skills

RESPONDING

Reinforce use of alternative skills

Reduce effectiveness of target behavior

Crisis Management (separate plan)

Adapted in part from: Knoster, T & Tilly, D. Designing Effective Behavior Support Plans for Students with Problem Behavior

Sample Behavior Support PlanSample Behavior Support Plan

Antecedent / Setting Event Strategies

Teaching (Prompting & Reinforcing) Alternative

Behaviors

Consequence / Reactive Strategies

Provide opportunity to debrief first thing about

the weekend.

Set up a morning routine to minimize

tardiness.

Provide a social story on work anxieties.

Provide choices regarding which

assignments and how much.

Help with first, middle and last problem or

Teach Laurie strategies (words, hand raising) to

use to get assistance.

Teach Laurie strategies to appropriately

wait when teacher is busy.

Teach Laurie to follow “coping”

social story.

Praise for independent

work (Differential

Reinforcement)

Visually prompt hand raising to ask

for help.

Visually prompt coping

strategies identified in social story.

Supporting Student Supporting Student Behavior: Standards for Behavior: Standards for the Emergency Use of the Emergency Use of

Seclusion and RestraintSeclusion and Restraint

Supporting Student Supporting Student Behavior: Standards for Behavior: Standards for the Emergency Use of the Emergency Use of

Seclusion and RestraintSeclusion and Restraint

Adopted by the Michigan State Adopted by the Michigan State Board of EducationBoard of Education

December 12, 2006December 12, 2006Compiled by

Caryn A. Coyle, M.Ed., Clinton County RESA

Background

• Statewide Referent Group Convened May 2004

• Representing parents, advocates, educators, policy makers, and service providers.

Charge• Develop seclusion/restraint standards to

replace Standards for Policy and Procedure Development in the use of Behavioral Interventions

• Recommend substantive strategic directives

• Recommend implementation to SBE

Referent Group Consensus

• Promote care, safety, welfare, security of school community

• Require the use of proactive/effective strategies & best practices to reduce/eliminate seclusion and restraint

• Clearly define the terms “seclusion” and “restraint”

• Clearly state procedures for the use of seclusion and restraint

Positive Behavioral Support

• Board Policy (September 12, 2006) that each school district in Michigan implement a system of school wide Positive Behavior Support (PBS)

• PBS is – effective– research-based– addresses challenging behavior in a

collaborative, comprehensive, research-validated, and humane manner.

Positive Behavior Support

• Building relationships• Creating routines• Teaching skills/rules/expectations• Identifying replacement behavior for

behavior that interferes with learning• Making problem behavior less effective,

efficient, and relevant• Making desired behavior more functional,

efficient, and adaptive.

Positive Behavior Support

Definition of Time Out

Time out is a behavior intervention in which a student, for a limited and specified time, is placed in an environment where access to positive reinforcement is unavailable.

Time out should be brief and used ONLY to interrupt behavior so that it can be redirected.

Definition of Time Out

Time out should not be confused with seclusion because in a time out setting, a student’s movement is not physically restrained.

Time Out

Time out lies within a continuum of procedures that help students self-regulate and control their behavior.

Time Out Continuum• Planned ignoring-systematic withdrawal of social attention.

• Withdrawal of materials-materials the student is using are removed.

• Contingent observation-student remains in a position to observe the group without participating or receiving reinforcement

• Exclusionary time out-student is removed from the immediate instructional setting. Can take place within the classroom or nearby with adult supervision

Prohibited PracticesThe following are prohibited under all

circumstances, including emergency situations:• Corporal punishment as defined in section

380.1312(1) of the Revised School Code, 1976 PA 451• The deprivation of basic needs• Anything constituting child abuse• Seclusion of preschool children• Mechanical restraint• Chemical restraint• Intentional application of any noxious substance or

stimuli which results in physical pain or extreme discomfort. A noxious substance or stimuli can either be generally acknowledged or specific to the student.

Prohibited Practices• Any restraint that negatively impacts

breathing

• Prone restraint (school personnel who find themselves involved in the use of prone restraint as the result of responding to an emergency must take immediate steps to end the prone restraint)

Questions?

Changing Challenging Behavior

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