Riley and Braden Preso

8/3/2019 Riley and Braden Preso

1/62

Marcia L Braden, PhD PC

Licensed Clinical Psychologist

www.marciabraden.com

Karen Riley, PhD

Associate Professor

Domain Chair Educational Research Policyand Practice

Morgridge College of Education

Behavior From the Inside Out
http://www.marciabraden.com/http://www.marciabraden.com/


2/62

Goals of the Presentation Participants will understand the behavioral and

cognitive characteristics associated with FXS.

Participants will understand how to develop abehavior plan.

Participants will understand how to addressantecedents to decrease the occurrence ofbehaviors.

Participants will understand what to do whenbehaviors occur.


3/62

Understanding Problem Behavior

Disruptive to home or school environment

Interferes with the childs ability to learn

Interferes with others ability to learn

Presents danger to self or to others Interferes with social acceptance


4/62

In the Beginning We thought behavior occurred in isolation

We thought that one size of intervention would fitall types of children

Some believed that the behavioral problems inspecial populations was just part of the conditionand should be accepted without attempting tochange it


5/62

And Then We Saw the Light


6/62

Etiology Left Medicine and

Entered Education Generalists were no longer able to meet the

unique needs of all special populations

With the revision of IDEA and the accompanyingmandates, the one size fits all philosophy wasabandoned

RtI grew out of the revisions in IDEA withemphasis on research based methodology

The push from parents of children with autismdovetailed with the revisions of the new mandate


7/62

The Balance Behavior intervention is often unnecessary when

etiology is considered

Understanding hard wiring of students makes

disciplining archaic

Supporting students individual differences

enables them to thrive, save face and take risks.Acting out, struggling for power and noncompliance then become extinct


8/62

What Ive learned about FXS and

Behavior

They show or tell us what they need

It is our job to give them a more appropriate wayto communicate their need

We have to observe the behavior looking forfunction in order to help modify the behavior


9/62

The behavioral cycle

Neurobiological underpinnings

Language delays

Sensory dysfunction

Cognitive delays

Response fromParent, teacher

Therapist

Running awayThrowing shoesHitting headPulling hair

AnxietyGross and fine motor delays


10/62

Characteristics that Impact Behavior

Karen Riley, Ph.D.

Cognitive deficitsSensory integration dysfunctionSpeech and language delaysGross and fine motor delays

Physical ailmentsSocial/Psychological Characteristics


11/62

How could cognitive deficits affect

behavior?

Boys Expectations too high = frustration

Expectations too low = boredom

Both = behavior issues

Girls

Learning disabilities and attention deficits

Awareness of being different and not being able todo what others are able to do.

Performance anxiety; social anxiety


12/62

How could cognitive deficits affect

behavior?

video


13/62

How could sensory integration

dysfunction affect behavior?

There are a number of ways that sensory

dysfunction contributes to behavioral issues Sensory diets, accommodations in the classroom

and regulation protocols should be consideredwhen developing behavior intervention plans


14/62

Characteristics that ImpactBehavior

Speech and language delaysvideo



15/62

How could speech/language delaysaffect behavior?


Difficulty communicating needs which likelyresults in showing an unmet need through abehavioral sequence such as this:

He gets angry and

hits his mom

Mom misunderstands

and gives him

a biscuit

The child says

I want a

drink


16/62

Characteristics That Affect Behavior

Gross and Fine Motor Delays

video



17/62

How could gross and fine motordelays affect behavior?


If you can not kick the ball, you do not play

If you cannot ride a bike, you are left out

If you cannot write your name, you look different

If you cannot tie your shoe you look different

Frustration andanger and behavioraloutbursts


18/62


Physical Ailments

Prone to ear infections

Cant always tell us they are sick, but rather show

us their discomfort through their behavior

Anxiety can contribute to GI problems and/orheadaches


19/62


Social/Psychological Deficits

video


20/62

How could social/psychological

deficits affect behavior?

If you are anxious in social settings, you cantmake friends

It is easier to be with adults than age similarpeers because adults repair social interaction and

help support successful social collaboration

If you have social deficits you dislike talking onthe phone, attending social events, being withpeople you dont know, and taking social risks


21/62

Most Common Behavior Problems inthe Classroom

Marcia L. Braden, Ph.D., P.C.

Distractibility/ Lack of Interest

Skill Level Incompatible with ClassroomExpectations Causing Behavioral Excesses

Anxiety that manifests in withdrawal, self abuse,hand flapping or other motor excesses

Hyperactivity caused by over stimulation


22/62

Most Common Behavior Problems inthe Classroom

Marcia L. Braden, Ph.D., P.C.

Poor impulse control

Lack of visual supports cause confusion and

frustration Lack of support for transitions

Anticipation of schedule changes, novel tasks andenvironmental chaos


23/62

How could poor impulse control andhyperactivity affect behavior?


Difficult to stay focused on the lesson

The need to move from the desk, stand up, walkaround could interrupt the learning of others

Touching things that are interesting- taking othersthings without permission could cause others

distress


24/62

Neurobiological Factors


CHANGE IN ROUTINE ANDTRANSITIONSEasily upset by changes in schedule, routine and

people or perceived expectations. Transitions createanxiety

School has many transitions inherent in the setting.As children get older there are more and more

transitions in their day.Transitions require students to trust the environmentand what is coming next sometimes without warning


25/62

Transitions


Video of Preston in TX before and after a BIP waswritten and instituted


26/62

How could difficulty with transitionsaffect behavior?


Going to recess (outside to play) Leaving the classroom to eat lunch

Coming to school and leaving school

Many other times during the day


27/62

Behavior Plan for Transitions


videos of Cade pre post BIP

Desensitizing him to the

group

Gradually building trust and

Making it fun with music


28/62


29/62

How to Create A Behavior

Intervention Plan

[email protected]

1. Define observable behavior (What).

2. Identify events that predict When & Where thespecific behavior occurs.

3. Identify Why a student engages in the specificbehavior.

4. Construct hypothesis statements that summarizethe What, When, Where, & Why of a studentsbehavior


30/62

Practical FBA process

D.A.S.H.

[email protected]

Define behavior in observable and measurable terms

Ask about behavior by interviewing staff & student-specify routines where & when behaviors occur

-summarize where, when, & why behaviors occur


31/62

Practical FBA processD.A.S.H.

[email protected]

See the behavior-observe the behavior during routines specified

-observe to verify summary from interviews

Hypothesize: a final summary of where, when &why behaviors occur


32/62

ABCs of Understanding Why studentsengage in problem behavior:

Finding out the Pay-off or Function ofBehavior

[email protected]

A= Antecedent(s). Find out the events that occur right

beforethe behavior.

Allows you to predict: Where(During routine)? &

When(Trigger event)?


33/62

ABCs of Understanding Why students engage i

problem behavior:Finding out the Pay-off or Function of Behavior

[email protected]

B=Behavior. Find out whatis the observable problem

behavior?

C=Outcome/ Consequence. Find out what happens

afterthe behavior occurs? WHY?

A B C


34/62

How do we address the antecedents?


35/62

What is RTI?

Response to Intervention Part of the Reauthorization of IDEA in 2004

Move away from the test-deficit-place

Two different approaches

Problem solving

Standard protocol


36/62

Hallmarks of RTI

Tiered approach Increase of intensity of intervention as one moves

up the tiers

Problem solving

Progress monitoring

Collaborative approach


37/62

What are the potential pitfalls?

Immediate assignment to the top tier


38/62

IntensiveIntensive, individualized interventions for students who have an insufficient

response to evidence-based interventions in the first two tiers.

Targeted

Targeted, specific prevention or remediation interventions for studentswhose academic performance or behavior lag behind the norm for their

grade and educational setting

UniversalHigh quality instructional and behavioral supports for all

students in general education

Cherry Creek Schools Achievement Services


39/62

Behavior

Intervention Plan

Individual

Child Specific modifiedcurriculum, classroom

accommodations such assensory tools, preferential

seating

Interventions for Children withBehavior Challenges

Support and supervision for socialinteraction, clear behavioral

expectations, specific & consequencesbehavioral follow through

Universal Strategies and Interventions

Strategies that are good for all students, , Structure,predictability, basic accommodations, integratedcurriculum, research based strategies, common

behavioral programs such as Love and Logic


40/62

RtI as a means for advancing

research for FXS

Case study design in educational research


41/62

Universal Level

Best practice at all levels

Includes all domains

Empirically substantiated methodology

The type of intervention is determined by the overallfocus of the pyramid along with the function of the

application Pyramids have been used for educational strategies

along with health and behavioral interventionprograms

What we know is good for all children

Do not assume that these are all in place

f


42/62

Tier 2 could change education for our

boys.

Infusing etiology into intervention a model fortranslational research in education, (Riley, 2011)

Match etiology to intervention

Research

N of 1 studies

Di l i R di


43/62

Dialogic Reading

(Hear and Say)


44/62

Video Dialogic Reading

S:\My Videos\dialogicreading (2).mpg
http://loki/ednet/user%20shares/kriley/My%20Videos/dialogic%20reading%20(2).mpghttp://loki/ednet/user%20shares/kriley/My%20Videos/dialogic%20reading%20(2).mpghttp://loki/ednet/user%20shares/kriley/My%20Videos/dialogic%20reading%20(2).mpghttp://loki/ednet/user%20shares/kriley/My%20Videos/dialogic%20reading%20(2).mpghttp://loki/ednet/user%20shares/kriley/My%20Videos/dialogic%20reading%20(2).mpghttp://loki/ednet/user%20shares/kriley/My%20Videos/dialogic%20reading%20(2).mpghttp://loki/ednet/user%20shares/kriley/My%20Videos/dialogic%20reading%20(2).mpghttp://loki/ednet/user%20shares/kriley/My%20Videos/dialogic%20reading%20(2).mpg


45/62

Additional Reading Approaches

Edmark

http://www.proedinc.com/customer/ProductView.aspx?ID=1068

Reading Recovery http://www.readingrecovery.org/reading_rec

overy/facts/index.asp

See and Learn

http://www.seeandlearn.org/en/gb/

Logo Reading or Word Builder

http://marciabraden.com


46/62

Consistent approach


47/62

Math games

http://mindresearch.net/media/edu/demoFolder/demo/games/JiJiCycle/html/Unicycle6LI.html


48/62

Inclusion is not geography

Presented with ermission


49/62

What to do when addressing the

antecedent is not enough?


50/62

Why do most behavior plans fail?

They assume behavior occurs in isolation. They are not holistic in their approach.

They are too complicated.

Do not address the foundations of the behavior.


51/62

The answers to these questions guidethe intervention:

Which one of these antecedents is primary? What is your goal?

This can differ over time, but defining is paramount.

Needs to be pragmatic.

Needs to be realistic and attainable.

Assumes that appropriate supports are in place.

If the antecedent is not addressed you will be ableto change a behavior however another behavior will

surface.


52/62

Consequences

Must be based on thegoals for the child andthe situation.

Must address thefunction of the behavior.

Behavior does notcontinue unlesssomehow reinforcing.

If truly consistent in thebehavior plan re-

examine the function ofthe behavior not allreinforcements areexternal.

Can be positive andnegative.


53/62

What about when the behavior occurs?


54/62

Total Melt Down

Keep the child and others safe, includingyourself

Calming techniques and sensory integrationactivities will not work at this time

Remove them from the cause or remove thecause from them if possible unless this is acontrolled burn

View it as a learning experience What did you learn from this ?

What did the child learn from this ?

Make a plan for the next time

What is the most important thing to


55/62

What is the most important thing to

teach at this age?

I mean what I say Limit the rules

Limit the threats

Follow through Follow through even if

you think you might bewrong.

Consistency


56/62

What about adolescents and

adults?


57/62

Teens and Young Adults

Video interview

Adolescents with Developmental Disabilities: A 20-Year


58/62

Adolescents with Developmental Disabilities: A 20 YearOverview (2005) Matson, J.L., Dixon, D.R., Matson, ML.

54 studies on assessment and 62 on treatment werefound.

All of the assessment studies and 34 of the treatmentstudies met methodological criteria for this review.

22 assessment studies using checklists and 32 using

behavioral observations. Of the In treatment studies 32 used behavioral interventions

and two used pharmacological interventions.

The most commonly used treatments were functionalcommunication training and differential reinforcement

of other behavior. While there are still relatively few methodologically

sound assessment and treatment studies, the numberof viable publications is increasing.


59/62

The Rs Realize and Recognize

Realizing and recognizing ones emotions is critical to effective emotionalregulation.

Labeling

Remove He should remove himself from the situation. This is not punishmentit

is a way to deal with negative emotions. You may need to tell him to do it

initially, but hopefully, he will come do it himself over time. Relax

Figure out activities that he finds relaxing. He could listen to music, read amagazine, or draw. Or he might just want to lie on his bed. He should haveseveral options available in his room.

Refocus Your adolescent should have a physical activity that allows him to refocus

before rejoining the group. He may want to swing, go for a bike ride, orgo for a walk.

Make sure he has more than one choice.

Rejoin

Dixon-Webber


60/62

Questions.


61/62

Recommended Websites

http://www.nectac.org/contact/contact.asp#groups http://www.directionservice.org/cadre/
http://www.nectac.org/contact/contact.asphttp://www.nectac.org/contact/contact.asp


62/62

Date post:	07-Apr-2018
Category:	Documents
Upload:	bhinnen
View:	216 times
Download:	0 times

Riley and Braden Preso

Documents