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Behavior Programming for Resource Room Students Elementary Penny Williams BCBA, M.Ed. [email protected]
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Behavior Programming for Resource Room Students
Behavior Programming for Resource Room StudentsElementary
Penny Williams BCBA, [email protected]
If you just applied yourself. . . Youre so smart, why cant you. . . Hes bright but lazy. . . She lives in her own world. . .She knows better.He knows the rule
Have you ever thought or said
Behaviors DefinedBecause it is PAYING OFF for the studentBehavior is lawful
When we understand why a student is demonstrating a behavior, we say that we understand the function of that behaviorUnderstanding the function of behaviorWhat does the function of the behavior mean?What is Positive Behavior Support?What can we change?Setting Events: Conditions that increase the likelihood that the problem behavior will occurWhat can we change?Environmental InterventionsWhat can we change?Make Problem BehaviorTeaching Replacement Behaviors What Behaviors To Teach17Back to the basics:
Stress and ASD
Handwriting!!!! Arrrgh.
Executive Functions help withThinkingActingSolving ProblemsLearning new infoRememberingRetrieving info
Looks like.
History of Reinforcement
Students come to us with a long history of being reinforced for particular behaviors
24What is Reinforcement?25Reinforcement is not a bribe!
Choosing Reinforcers
Today we are going to1. Watch news show 2. Talk about news events
3. Review vocabulary words
4. Reading comprehension
Listening to my Teachers
My body and face are turned toward teacher
I am not talking when the teacher is talking
I am not fidgeting with clothes or drawing
29Regulating Arousal States
30
31
35
What can we change?ConsequencesTypes of Consequences
Reinforcement!!!!Why would they want to do something hard?Punishment
Escalation CycleHighLowCalmPeakDe-escalationRecoveryAccelerationAgitationTrigger42The basic model PBIS follows from Dr. Geoff Colvin.
Resources: Managing the Cycle of Acting-Out Behavior in the Classroom by Dr. Geoff Colvin
Consider.
Avoid
Adaptations, Accommodations and Modifications
45Accommodations for Work OutputHand Writing Accommodations
Other Strategies.Home Base
Key ConceptsGeneral ConsiderationsWhat Else?Think It!Sometimes I have things I want to say.
If I say something with my voice I need to say it to a person. If I dont say it to a person than I need to think it in my head.I might need a reminder to Think It.
Really Unsafe BehaviorStudents at Medina Elementary need to be safe!
At school I never..
Talk about weapons
Draw pictures of weapons
Or pretend to play with weapons.
Following Classroom or School RulesStudent:
Teacher:Date:
Class or School RulesTime Period 1:Time Period 2:Time Period 3:Time Period 4:
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
Student:
Teacher:Date:
Class or School RulesTime Period 1:Time Period 2:Time Period 3:Time Period 4:
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
Rating Scale:
1 = Needs Work 2 = OK 3 = Good 4 = Excellent
Circle the number that reflects your performance
If the teacher disagress he/she will place a line through the circle
If the teacher agress she will leave the circle as it is
ScalingFollowingClassorSchoolRules71207
Behavior Tracking FormStudent:____________________
Target Behavior 1:_______________________________________________________________________________________
Target Behavior 2:_______________________________________________________________________________________
Target Behavior 3:_______________________________________________________________________________________
Class/ActivityMonday InitialsTuesday InitialsWednesday InitialsThursday InitialsFriday Initials
TB1: E G N
TB2: E G N
TB3: E G NTB1: E G N
TB2: E G N
TB3: E G NTB1: E G N
TB2: E G N
TB3: E G NTB1: E G N
TB2: E G N
TB3: E G NTB1: E G N
TB2: E G N
TB3: E G N
TB1: E G N
TB2: E G N
TB3: E G NTB1: E G N
TB2: E G N
TB3: E G NTB1: E G N
TB2: E G N
TB3: E G NTB1: E G N
TB2: E G N
TB3: E G NTB1: E G N
TB2: E G N
TB3: E G N
TB1: E G N
TB2: E G N
TB3: E G NTB1: E G N
TB2: E G N
TB3: E G NTB1: E G N
TB2: E G N
TB3: E G NTB1: E G N
TB2: E G N
TB3: E G NTB1: E G N
TB2: E G N
TB3: E G N
TB1: E G N
TB2: E G N
TB3: E G NTB1: E G N
TB2: E G N
TB3: E G NTB1: E G N
TB2: E G N
TB3: E G NTB1: E G N
TB2: E G N
TB3: E G NTB1: E G N
TB2: E G N
TB3: E G N
TB1: E G N
TB2: E G N
TB3: E G NTB1: E G N
TB2: E G N
TB3: E G NTB1: E G N
TB2: E G N
TB3: E G NTB1: E G N
TB2: E G N
TB3: E G NTB1: E G N
TB2: E G N
TB3: E G N
TB1: E G N
TB2: E G N
TB3: E G NTB1: E G N
TB2: E G N
TB3: E G NTB1: E G N
TB2: E G N
TB3: E G NTB1: E G N
TB2: E G N
TB3: E G NTB1: E G N
TB2: E G N
TB3: E G N
TB1: E G N
TB2: E G N
TB3: E G NTB1: E G N
TB2: E G N
TB3: E G NTB1: E G N
TB2: E G N
TB3: E G NTB1: E G N
TB2: E G N
TB3: E G NTB1: E G N
TB2: E G N
TB3: E G N
Instructions:
1. Student delivers tracking form to each class/activity teacher daily.
2. Each teacher completes form (rates behavior) and initials the form at the end of the class/activity.
3. Program Coordinator reviews the form daily with the student.Rating System:
E= Excellent
G=Good
N= Needs Work
Weekly Progress ChartStudent:_______________
Date:__________
Teacher:_______________
Class:_________
Student GoalsMonTuesWedThurFriTotal
Goal:
1 2 3
Seldom/Never Sometimes Usually/Always
Goal:
1 2 3
Seldom/Never Sometimes Usually/Always
Goal:
1 2 3
Seldom/Never Sometimes Usually/Always
Goal:
1 2 3
Seldom/Never Sometimes Usually/Always
Key: 1 Seldom/Never: Student does not engage in target/goal behavior or only engages in behavior a low percentage of the time (i.e. if goal is to greet peers at least 5 times daily, student may greet peers once per day)
2 Sometimes: Student engages in target/goal behavior occasionally, but not consistently (i.e. if goal is to complete tasks independently 9 out of 10 times90%, student does so about 5 out of 10 times-50% of the time)
3 Usually/Always: Student engages in target/goal behavior most or all of the time (i.e. if goal is to respond to initiations from peers 9 out of 10 times-90%, student does so at least 90% of the time)Total Column: Teacher can determine if how many points the student needs to earn to gain access to a motivating item/activity (i.e. 10+ points equals 20 minutes on computer at end of week)Adapted from Classroom Behavior Report Card Resource Book, Jim Write http://www.interventioncentral.orgEEDemoWeeklyProgressChart71206
Get out of Homework Pass
Name____________ Date____________
Good for one subject on any day.
15 Minute Free Time Card
Name_________________ Date__________________
Good for one use only. When time is up, I will go back to work.Chart300.250.50.75124812161397531.50.500
Behavior IntensiyTimeBehavior Intensity
Sheet100.250.50.75124812161397531.50.500
Sheet10000000000000000000
Behavior IntensiyTimeBehavior Intensity
Sheet2
Sheet3
