Practical Strategies for Monitoring and Improving Student Behavior By Rock McLean M.Ed. and John...

Practical Strategies for Monitoring and Improving Student Behavior

By Rock McLean M.Ed. and John Staubitz M.Ed., BCBAMurrell School

Staubitz and McLean 2010 2

Topics for today’s discussions

Understanding Behavior Interventions, Planning, and

Responding to Behavior Data Collection and Analysis Practical Suggestions Professionalism


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


Understanding Behavior

Describing challenging behavior Why challenging behavior occurs The ABCs of behavior The Acting-Out Cycle Academics and behavior

’


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?!!


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


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


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!


Identifying ABCs


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


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?


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


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?


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?


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.


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!


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!


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


How Interval Data Helped Me

KeLexia Behavior Data

0

5

10

15

20

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…


… And in a different format

Keonte Anderson Daily Behavior Percentages

0

10

20

30

40

50

60

70

80

90

100

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


Systems of Motivation


Informal Strategies for Motivating Student Success

Specific PraiseProximityRecognitionActive engagementChoice-making*PacingHigh-interestInstructional matchEtc.


Choice-making

What choices can we provide our students so that they feel empowered?

Content Time management Activity Mode of response Etc.


Formal Strategies for Motivating Student Success

-Self-monitoring*-Token economy*-Token boards-Contracts*-Group contingencies*-Tangible/Privilege Rewards-Etc.


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.


Self-monitoring links

High School Student Data Sheet

Middle School Student Data Sheet

Elementary School Student Data Sheet


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


Token Economy Tools

Motiv-Aider Great Behavior Game Prize Boxes Tickets


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


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.


Individual Behavior Intervention

Functional Approaches to Intervention Identifying Intervention Needs Behavior Intervention Strategies Instructional Strategies Individual Data Collection


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


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?


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


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


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



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



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!


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


Differential Reinforcement of Alternative Behavior (DRA)

Attention/tangible maintained

Escape Maintained

Sensory Maintained


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.


Data Analysis

Putting ABC data to work

Video Clip

Analyzing interval and event data for intervention decision-making


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?


Interval DataKR Average Rule Compliance

0

10

20

30

40

50

60

70

80

90

100

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


How did they DO that????

It’s easier than you can possibly imagine…

Time for some mock data!


Event Recording Data

Physical Aggression and Leaving Designated Area Data for Bobby Lewis

0

1

2

3

4

5

6

7

8

9

10

11

12

1 2 3 4 5 6 7 8 9 10 11 12 13 14

Week

Num

ber

of In

cide

nts

Rec

orde

d

Physical Aggression

Leaving Designated Area

Linear (Physical Aggression)

Linear (Leaving DesignatedArea)


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


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)?


Closure

Feel free to email us for materials, links, or follow-up questions:

Rock-- [email protected]

John-- [email protected]

Have a great school year!

Date post:	28-Dec-2015
Category:	Documents
Upload:	dwight-oneal
View:	218 times
Download:	2 times

Practical Strategies for Monitoring and Improving Student Behavior By Rock McLean M.Ed. and John...

Documents