Post on 28-Dec-2015
transcript
Practical Strategies for Monitoring and Improving Student Behavior
By Rock McLean M.Ed. and John Staubitz M.Ed., BCBAMurrell School
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Topics for today’s discussions
Understanding Behavior Interventions, Planning, and
Responding to Behavior Data Collection and Analysis Practical Suggestions Professionalism
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Learning Objectives
Objectives: Develop a better understanding of why
challenging behaviors occur Learn practical strategies for intervening
with behavior on a class-wide and individual level
Develop familiarity with behavior data collection and analysis
Enjoy an engaging discussion on relevant topics
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Understanding Behavior
Describing challenging behavior Why challenging behavior occurs The ABCs of behavior The Acting-Out Cycle Academics and behavior
’
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Behavioral Challenges
What types of behavior interfere with learning? Aggression Non-compliance Property disruption Self-injurious behavior Verbal disruption Self-stimulatory behavior Other…
Hey teacher! I can’t concentrate! How do you expect me to LEARN?!!
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So, why the behavior?Each and every behavior has a purpose.
Consider these scenarios: Child in checkout line cries Child talks out incessantly during class Child runs from staff, leaves classroom
without permission Child “loses” homework every day
Within special education, problem behavior may be simple or complicated, but is still purposeful
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Behaviors that had us baffled…
Sit next to your partner(s) As a team, work to identify 1 or 2
challenging behaviors that you have experienced
Write a few notes describing a baffling behavior you witnessed
Timer
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For every behavior, the function can be identified by examining: Antecedents=
conditions prior to the behavior
Behavior= behavior observed
Consequence= conditions following the behavior (may or may not be caused by the behavior)
• AntecedentAntecedent• AntecedentAntecedent
• BehaviorBehavior• BehaviorBehavior
• ConsequenceConsequence• ConsequenceConsequence
Know your ABCs!Know your ABCs!
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Identifying ABCs
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The Acting-Out CycleUnderstanding this cycle allows us to be
better at intervening at the right time, in the right way
1) Calm2) Trigger3) Agitation 4) Acceleration5) Peak6) De-escalation7) Recovery
Link to Iris Modules: http://iris.peabody.vanderbilt.edu/resources.html
Video on Acting-Out Cycle
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Academics and Behavior
This is one area over which teachers have the greatest control and responsibility
It is a MYTH that inappropriate behavior must be eradicated before instruction can begin
What gardener waits year after year for a garden that has no weeds sprouting before planting?
What in thunder is wrong with MYTHS?
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Classwide Behavior Intervention
To borrow an analogy from the kitchen… creating a good recipe for student success requires a few essential ingredients:
A. Rules B. Procedures C. Classwide Data D. Systems of Motivation
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5 Rules About Rules
Importance of classroom rules
Specific- precise, understandable Observable Positively stated Conveys expected behaviors 5 or fewerWork with your partner(s) to develop a realistic
set of rules for your classroom that follows these guidelines
I have two rules… one on my I have two rules… one on my left hip, and one on my left hip, and one on my right. Is that specific right. Is that specific
enough for you, punk?enough for you, punk?
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Procedures Value of procedures
Keep these questions in mind as you develop one procedure with your partner:
WHY is this procedure needed? WHERE is this procedure needed? WHAT is the procedure? What are the steps for successful
completion of the procedure? WHO needs to be taught this procedure? Who will teach this
procedure? WHEN is this procedure needed? When will the procedure be taught?
When will the procedure be practiced? HOW will you recognize procedure compliance?
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Warning: Warning: The following topic has The following topic has been rated TG. been rated TG.
Teacher Guidance SuggestedTeacher Guidance Suggested
The content depicted makes some The content depicted makes some teachers teachers very uncomfortablevery uncomfortable. .
Viewing may induce panic, Viewing may induce panic, nausea, confusion, and an urge to nausea, confusion, and an urge to
get up and go home. get up and go home.
We hope that you will stick it out We hope that you will stick it out and reap the benefits of and reap the benefits of confronting your fears.confronting your fears.
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Classwide Data Collection
Just when you thought it was safe to go back into the classroom….
OMG! Make the data go AWAY!
Look out behind you! He’s about
to open EXCEL!!!!
Oh I DO believe in data! Oh I DO believe in data! Oh I do! I do! I
DO believe in data!
The data you take will thrill you to death!
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When used properly, data can… Provide invaluable information about
student needs Allow superior interventions to be
developed Allow us to monitor Response to
Intervention, intervention efficacy
Here’s Why!
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What kind of data do we collect for Target Behaviors?
Frequency- how many times behavior occurs
Rate- how fast behavior occurs Duration- how long behavior occurs Latency- how much time after
antecedent/trigger behavior occurs Intensity- how strong or salient the
behavior Others
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How Interval Data Helped Me
KeLexia Behavior Data
0
5
10
15
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25
30
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37
Week
Nu
mb
er o
f M
ajo
r M
isb
ehav
iors
Per
Wee
k
KeLexia
Class Average
End of 1st Grading Period
Began taking Adderall
End of 2nd Grading period
End of 3rd Grading Period
Student ID protected…
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… And in a different format
Keonte Anderson Daily Behavior Percentages
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10
20
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1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 43 45 47
Day
Perc
en
tag
e
85% Goal Line
Excel-Generated Trendline
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Systems of Motivation
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Informal Strategies for Motivating Student Success
Specific PraiseProximityRecognitionActive engagementChoice-making*PacingHigh-interestInstructional matchEtc.
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Choice-making
What choices can we provide our students so that they feel empowered?
Content Time management Activity Mode of response Etc.
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Formal Strategies for Motivating Student Success
-Self-monitoring*-Token economy*-Token boards-Contracts*-Group contingencies*-Tangible/Privilege Rewards-Etc.
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Self-monitoring
The following slides include Self-monitoring formats that were used for a high school student, a middle school student, and an elementary-aged student. All three of these students made great improvements in their behavior due to this intervention.
I have the data to prove it.
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Self-monitoring links
High School Student Data Sheet
Middle School Student Data Sheet
Elementary School Student Data Sheet
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Token Economy
Tied to the classroom rules Must have relation to reward system
(student selected) Student must never feel that they have
nothing to gain or lose Must be potent for change to occur
-Simplicity, clarity, and proximity of rewards (in time) need to be arranged for success
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Token Economy Tools
Motiv-Aider Great Behavior Game Prize Boxes Tickets
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Contracts
Contract expectations must be explicitly spelled out
Target and replacement behaviors should be defined
Rewards are defined as well Tough Kids Toolbox has many
templates for this. Sample Work Contract Create a sample contract with partner
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Group Contingencies
Points or rewards are earned as a group
These may require each individual to meet a criteria, or the group as a whole to reach a goal
Examples: Good Behavior Game, Silent Game, etc.
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Individual Behavior Intervention
Functional Approaches to Intervention Identifying Intervention Needs Behavior Intervention Strategies Instructional Strategies Individual Data Collection
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Philosophy of Functional Interventions
What happens if we ignore the purpose of the behavior that we are encountering? Example: Child refuses to sit in assigned seat
when it is time for read alouds. He will wander the room and make noise. Which approaches consider behavior’s purpose?
Tell him, “Sit down!” Give him a time out for not following the rule Give him a point every time he is in his seat Ignore the behavior Assess student’s feelings about read alouds, accept
feedback and make changes
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Identifying Intervention Needs
When behavioral challenges are encountered, ask the following questions: Is this primarily an academic, social,
emotional, or behavioral issue? Is a reasonable primary intervention
already in place? Is the failure to perform or respond to the
primary intervention due to skill or motivation deficits?
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Skill vs. MotivationAll other aspects of intervention stem from this
all-important question
Skills needed?Instruction must occur, including:
-Modeling-Practice
-Assessment for mastery
Motivation needed?Improved reinforcement contingencies may include:
-More natural reinforcers
-Identifying reinforcers and applying schedule
of reinforcement
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Behavior Intervention Strategies
Selecting replacement behaviors Must serve same purpose or function, and
be easier to perform or more efficient at accessing reinforcement
Identifying reinforcers Interview, preference assessment*,
observation Extinguishing target behavior
Blocking, ignoring, redirecting
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Instructional Strategies
For acquisition: Modeling Guided practice (with prompting– verbal,
physical, gestural, procedural, etc.) For mastery:
Independent practice (fading prompting, building fluency with skills)
For generalization: Train diversely, gradually fade supports,
utilize natural reinforcers
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Instructional Strategies
For non-preferred tasks
Premack Principle/ First-Then Preferred activity should immediately follow
most non-preferred tasks
Behavioral momentum starting with faster or easier tasks to build
momentum and confidence
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Instructional Strategies
For difficult tasks Shaping
Providing reinforcement for behavior or response that is the “student’s best”
Providing more reinforcement for “better” responses
Careful task modification Limit “Frustration Level” tasks in your
classroom. They have limited utility for any student
Shaping Role Play!
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Behavior Intervention Strategies
Schedules of reinforcement must… Be sensitive to the characteristic of
replacement behavior to be targeted (ie frequency, duration, intensity)
Be consistent, contingent and clear
Work within context of student’s environment
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Differential Reinforcement of Alternative Behavior (DRA)
Attention/tangible maintained
Escape Maintained
Sensory Maintained
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Data Collection
ABC Data Use this data to hypothesize why target behavior
is occurring (also frequency)Simple ABC Sheet ABC Checklist Alternative ABC Data
Interval Data Efficiently allows staff to collect data on one or
more students throughout school day and assess trends in behavior All-in-one Interval Data Sheet
Event Recording Can focus on frequency, but also track intensity,
duration, etc.
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Data Analysis
Putting ABC data to work
Video Clip
Analyzing interval and event data for intervention decision-making
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Brief ABC Data
Review ABC behavior data sheet for “Chandler”
Form groups of 3 or 4 Group tasks (we will discuss as we go)
ID commonalities and patterns ID trends (think duration, intensity,
frequency) Do you feel that the interventions for
Chandler are working? What might you do differently?
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Interval DataKR Average Rule Compliance
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1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 43 45 47 49 51 53 55 57
Session
Per
cent
age
of in
terv
als
in w
hich
rul
es w
ere
follo
wed
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How did they DO that????
It’s easier than you can possibly imagine…
Time for some mock data!
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Event Recording Data
Physical Aggression and Leaving Designated Area Data for Bobby Lewis
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Week
Num
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cide
nts
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orde
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Physical Aggression
Leaving Designated Area
Linear (Physical Aggression)
Linear (Leaving DesignatedArea)
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Tying it all together
Make adjustments to environment-Anticipate triggers
-Modify antecedents and consequences-Prompt student to use replacement
behaviors
Evaluate intervention’s effects-Continue taking data (on at least frequency)
-Analyze trends-Re-evaluate and adjust plan if necessary
Instruct for replacement skills-communicate with student
-address skill deficits-ensure student understands
expectations
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Professionalism
How should I respond when I feel stressed or overwhelmed about student behavior? -Is a punitive response a constructive approach?
How can I maintain my self-control, even when a student is out of control?
What resources are available to me in these situations (district and beyond)?
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Closure
Feel free to email us for materials, links, or follow-up questions:
Rock-- rock.mclean@mnps.org
John-- john.staubitz@mnps.org
Have a great school year!