1. RIPBIS Tertiary Supports in SWPBIS Conjoint Behavioral Consultation (CBC) [Collaborative Problem Solving Teams] John Eagle, Ph.D., & Shannon Dowd-Eagle, Ph.D.Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009

2. Classroom SWPBS Subsystems Non-classroom Family Student School-wide Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 3.

1. Commonpurpose& approach to discipline

2. Clear set ofpositive expectations & behaviors

3. Procedures forteachingexpected behavior

4. Continuum of procedures forencouragingexpected behavior

5. Continuum of procedures fordiscouraginginappropriate behavior

6. Procedures for on-goingmonitoring& evaluation

School-wide Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 4.

Positive expectations & routines taught & encouraged

Active supervision by all staff

• Scan, move, interact

Precorrections& reminders

Positive reinforcement

Non-classroom Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 5.

Classroom-widepositive expectations taught & encouraged

Teaching classroomroutines & cues taught & encouraged

Ratio of6-8 positive to 1 negative adult-student interaction

Active supervision

Redirections for minor , infrequent behavior errors

Frequent precorrections for chronic errors

Effective academic instruction & curriculum

Classroom Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 6.

Behavioral competence at school & district levels

Function-basedbehavior support planning

Team- & data-based decision making

Comprehensiveperson-centeredplanning & wraparound processes

Targetedsocial skills & self-management instruction

Individualizedinstructional & curricular accommodations

• Individual Student

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 7.

Continuumof positive behavior support for all families

Frequent, regularpositive contacts, communications, & acknowledgements

Formal &active participation & involvement as equal partner

Access to system of integratedschool & community resources

Family Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 8. Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems SIMEO Tools:HSC-T, RD-T, EI-T Check-in/ Check-out (CICO)Behavior Education Plan (BEP) Group Intervention withIndividualized Feature (e.g., Check and Connect and Mentoring) Brief FBA Collaborative Problem Solving TeamsConjoint Behavioral Consultation Teams Wraparound ODRs,Attendance,Tardies, Grades,DIBELS, etc. Daily Progress Report (DPR) (Behavior and Academic Goals)Competing Behavior Pathway,Functional Assessment Interview,Scatter Plots, BehavioralObservations, etc. Instructional Groups Social/Problem-solving/ Academic Positive Behavior Interventions & Supports: A Response to Intervention (RtI) Model Adapted from Illinois PBIS Network, 2009 and T. Scott, 2004 Tier 2/ SecondaryTier 3/ Tertiary Intervention Assessment Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 9. Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 10. Systems-Response Tool Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 System Response Options Total # of Students in Category for Time Period: List date at top of column & total # of youth in each box Date: Date: Date: Date: Date: Date: A. Students being monitored by Secondary Systems Team (ex. CICO, CnC, FBA/BIP) B. Students being monitored by Tertiary Systems Team (ex. Complex FBA/BIP, Wraparound) C. Students being considered for Special Education Testing D. Students with Special Education process in progress (being tested, placement being considered, etc.) E. Students that were tested and did not qualify for Special Education F. Students suspended on one occasion G. Students suspended on two or more separate occasions H. Students placed (or at risk of placed) in separate setting or Safe School (ex. Alternative to suspension program) I. Students in Special Education setting, out-of-home school J. Students in short-term restrictive placement in clinical setting (hospitalization) K. Students with expulsion hearing in progress L. Students expelled 11. 3-Tiered System of SupportNecessary Conversations (Teams) CICO SAIG Group w. individual feature Complex FBA/BIP Problem Solving Team Tertiary Systems Team BriefFBA/BIP Brief FBA/BIP WRAP Secondary Systems Team Plans SW & Class-wide supports Uses Process data; determines overall intervention effectiveness Standing team; uses FBA/BIP process for one youth at a time Uses Process data; determines overall intervention effectiveness Source: Illinois PPBIS Network Universal Team Universal Support Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 12. Tier 2/Tier 3 Interventions Tracking Tool: NON -Examples of Data-based Decision-rules for Defining Response

Responding to CICO:kid carries that DPR card

2. Responding to Social/Academic instructional groups:kid shows up for group - even if hes not supposed to be there

3. Responding to Individualized CICO, Groups & Mentoring (i.e. CNC):roughly, maybe about 30-50% of the numbers are circled on the paper sheet (double digits are always good)

4. Responding to Brief Function-Based Interventions:kid says now he gets why he does what he does and promises never to do that behavior again

5. Responding to Complex Function-Based Interventions:kid says now hereallygets why he does what he does and promises never to do that behavior again

6. Responding to Wraparound Plans:kid comes to school every day with a smile, and the kids teacher has taken to wearing her original Woodstock Nation t-shirt on school spirit days shes a happy camper.

Source: Lucille Eber, Illinois PPBIS Network Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 13. Tier 2/Tier 3 Interventions Tracking Tool: Examples of Data-based Decision-rules for Defining Response

Responding to CICO:Youth earned a total of80% of DPR pointsaveraged per day/week for 4 weeks.

Responding to Social/Academic Instructional groups:Youth earned a total of 80% of DPR points averaged per day/week for 4 weeks (demonstrating target skill(s)in classroom setting ) and has had no new ODRs.

Responding to Individualized CICO, Groups & Mentoring (i.e. CNC):Youth earned a total of 80% of DPR points averaged per day/week for 4 weeks, has had no ODRs or ISSs and hasimproved attendance .

4. Responding to Brief Function-Based Interventions:Over a 4 week period, youth has demonstrated trends of decreased tardies and increased work completion (as demonstrated onindividualized DPR ).

Responding to Complex Function-based Interventions:Youth earned a total of 80% of DPR points averaged per day/week for 4 weeks (demonstrating target skill(s) in classroom setting), 50% reduction in ODRs and improvement inSIMEO .

6. Responding to Wraparound Plans:Improvement in reading skills as measured by DIBELS; and improvement with peer interactions (participating in extracurricular activities and socializing with peers on a regular basis) as measured bySIMEO .

Source: Lucille Eber, Illinois PPBIS Network Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 14. Deciding Which Tertiary Level Interventionis Most Appropriate

Complex FBA/BIP (T200):

Brief FBA/BIP was not successful

AND

NONE ofWraparound criteria are present

Wraparound (T300+) :

Youth withmultiple needsacross home, school, community & life domains

Youth at-risk forchange of placement

The adults in youths life arenoteffectivelyengagedin comprehensive planning (i.e. adults not getting along well)

Source: Lucille Eber, Illinois PPBIS Network Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 15. Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 16. Benefits of Family Involvement

Students

Higher grades, test scores, and graduation rates

Better school attendance

Increased motivation, better self-esteem

Lower rates of suspension

Decreased use of drugs and alcohol

Fewer instances of violent behavior

Greater enrollment in postsecondary education

Teachers

Greater morale (and self-esteem)

Teaching effectiveness (proficiency) increases

Job satisfaction goes up

Communication/relations with students, parents, families, and communities improves

Community support of schools increases

Parents

Communication/relations with children and teachers improves

Self-esteem goes up

Education level/skills increase

Decision-making skills become stronger

Attitude toward school and school personnel improves

Standards for Parent/Family Involvement Programs

http://www.pta.org/archive_article_details_1118251710359.html

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 17. Family Involvement in SWPBIS Begins at the Universal Level Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 18. Family Involvement Programs within School-Wide Systems 1-5% 5-10% 80-90% Social-Emotional / Behavioral Systems Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009

Intensive, Individual Interventions

Conjoint Behavioral Consultation (CBC)

School-Based Teaming

Wraparound Services

Community Schools

Targeted Group Interventions

Check and Connect

Cross-Setting Social Skills Instruction

Home-School Notes

BEP/BEP-Home

Parent Management Training

Incredible Years Programs

Parent Child Interaction Therapy

Universal Interventions

Four As (Christenson & Sheridan)

Epsteins Six Types of Parent Involvement

AWARE Parenting Program

Systematic Training for Effective Parenting

Positive Discipline Program

Incredible Years Self-Administered Program

Parent Teacher Conferences

Newsletters /Parent Libraries

19. How Do You Involve Families within SWPBIS? Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 Tertiary Secondary Universal 20. Family Involvement Programs within School-Wide Systems Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 SOCIAL-EMOTIONAL / BEHAVIORAL SYSTEMS Level 3

Conjoint Behavioral Consultation (CBC; Sheridan & Kratochwill, 1996)

School-Based Teaming (Dowd-Eagle, 2006)

Wraparound Services (Eber, Sugai, Smith, & Scott, 2002)

Community Schools (Sailor,1996)

Level 2

Check and Connect (Christenson et al., 2008)

Cross-Setting Social Skills Instruction (Sheridan, 1995; McGinnis &Goldstein; 2001)

Home-School Notes (Galloway & Sheridan, 1994)

Behavior Education Program / BEP-Home (Crone, Horner & Hawken, 2004; Eagle, 2009)

Parent Management Training (PMT; Kazdin, 2005)

Incredible Years BASIC / ADVANCE / SCHOOL Programs (Webster-Stratton, 2009)

Parent Child Interaction Therapy (PCIT; Hembree-Kigin & McNeil, 1995)

Level 1

Four A s (Christenson & Sheridan, 2001)

Six Types of Parent Involvement (Epstein, 1995)

AWARE Parenting Program (Solter,1989)

Systematic Training for Effective Parenting (STEP: Dinkmeyer, McKay, & Dinkmeyer,1997)

Positive Discipline Program (Nelson, 2006)

Incredible Years Self-Administered Program (Webster-Stratton, 2008)

Parent Teacher Conferences

Newsletters /Parent Libraries

21. Collaborative Problem Solving Teams within a 3-Tiered Model Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 22. PST in RTI(Burns et al., 2008)

Tier 1:

• look at screening data (ODR, attendance, CBM, AIMSWeb) and identify at-risk students

• • All studentsare assessed 3-4 times/year

• • Efficient 5 minutes for assessment

• Serve in decision making for curriculum and focus on a match between student needs and instruction

• Review behavior policies and practices

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 23. PST in RTI(Burns et al, 2008)

Tier 2

• Examine data & identify appropriate interventions for 10-15% of students who are not being successful in Tier 1

• Monthly progress monitoring

• • Help determine need for more intense interventions

• • Help determine when student is ready to exit to a less intense intervention

• Possible Tier II Interventions

• • Supplemental Instruction (Reading Recovery)

• • Peer Tutoring(Duvall, Delquadri, Elliot, & Hall, 1992; Hook & DuPaul, 1999).

• • Behavior Education Program (BEP)(Crone, Horner & Hawkin, 2004)

• • Incredible Years(Webster-Stratton, 2009)

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 24. PST in RTI(Burns et al., 2008)

Tier 3:

• Identify individual interventions

• Data collected at this level plays a key role in eligibility decisions

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 25. Tier 3: Tertiary Interventions

Level 3, tertiary interventions, targets the1-5%of young children who displaypersistent challenging symptoms or behaviors

The goal of tertiary interventions is toreduce the frequency, intensity and complexityof a child's maladaptive behavior patterns and provide him/her withsuitable, efficient and effective replacement behaviorsthat will compete with his/her more maladaptive ones.

Tertiary interventions are individualized, assessment-based and designed to meet individual needs.

Wraparound

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 26. Tier 3: Tertiary Interventions

Function-based interventions are developed through the process of functional assessment (FA) and behavior support plans (BSP).

Functional assessment determines why the student exhibits challenging behavior.

BSPs are most effective when developed by a team with family involvement.

Collaborative Problem Solving Teams (Conjoint Behavioral Consultation; CBC)

Wraparound

IndividualizedStrategies Sources: Blair, Umbreit, & Eck, 2000; Dunlap & Fox, 1999; Galensky, Miltenberger, Stricker, & Garlinghouse, 2001;Moes & Frea, 2000; Reeve & Carr, 2000). Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 27. Conjoint Behavioral Consultation (CBC; Sheridan & Kratochwill, 1992)

CBC is a data-based problem-solving model that systematically joins parents and teachers in the provision of services for children with academic, behavioral, and social concerns.

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 28. Direct Service Model Therapist Child Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 29. Indirect Service Model Facilitator /Consultant Consultee (Teacheror Parent) Child Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 30. Conjoint Indirect Service Model Facilitator /Consultant Consultee (Parent) Child Consultee (Teacher) Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 31. Conceptual Bases of CBC

Ecological Systems Theory (Bronfrenbrenner, 1979)

• Views children in context

• Emphasizes reciprocal interactions

• Linkages are critical in development of programs

• Expanded assessment and intervention contexts

Behavioral Consultation(Bergan & Kratochwill, 1990)

• Structured problem solving process

• • Problem Identification

• • Problem Analysis

• • Treatment Implementation

• • Treatment Evaluation

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 32. Goals of CBC

Outcome:

• Improve academic/social/behavioral functioning

• Enhanced generalization

• Improve skills/knowledge of all parties

Process/Relational:

• Increase communication

• Foster home-school partnership

• Promote greater conceptualization of concern

• Promote shared ownership

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 33. CBC 4Stage Problem-Solving Process

Needs (Problem) Identification

Needs (Problem) Analysis

Treatment Implementation

Treatment Evaluation

Although the model follows a stagewise progression, it is generally fluid and cyclical in practice.

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 34. Problem Solving Process Needs (Problem) Identification Defining Problem/Directly Measuring Behavior Needs (Problem) Analysis Validating Problem Identify Variables that Contribute toProblem Functional Assessment Development Plan Treatment Implementation Implement with Fidelity Progress Monitor Treatment Modifications Treatment Evaluation Was it Effective? Follow-up Procedures Generalization / Maintenance Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 35. Needs Identification

Schedule meeting

Team Membership

• Invite key personnel and family members

Prioritize and define needs

• Determine discrepancy between current and expected level of performance

Establish data collection procedure

Schedule meeting

• Convenient time

• Escort to meeting

• Room arrangement

Team Membership

• Include only necessary staff

• Ask family who to include

Prioritize and define needs

• Identify strengths (all settings)

• Frame needs in positive language

• Determine discrepancy between current and expected level of performance

• Avoid problem glorification

Establish data collection procedure

• Suggest EASY strategies

Traditional

Collaborative

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 36. Needs Analysis

Evaluate baseline data

Set Goal

• Where is the instructional mismatch

Conduct FBA

Develop plan

Re-affirm data collection

Evaluate baseline data

• Check in with staff/family between meetings

• Praise data collection efforts

Set Goal

• Determine instructional mismatch

• Use unifying language (our, we)

Conduct FBA

• Gather information from both home and school settings

• Point out similarities across settings

• Highlight team members expertise & knowledge of child

Develop plan

• Identify plan components across setting

• Buy in and social validity

Re-affirm data collection procedures

Traditional

Collaborative

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 37. Needs Analysis

Goal Setting

• Set a realistic short term goal

Cross-setting FBA

• Parents and teachers KNOW the student and how he/she functions in home and school setting

• Can provide a cultural context

Cross-setting plan development

• What motivates the child?

• Is the plan feasible (resources, time)?

• The best plan will not be implemented if the team members are unwilling or unable to implement it

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 38. Plan Implementation

Measure Treatment Integrity

Monitor plan implementation

Plan modifications

Measure Treatment Integrity

• Provide written information

• Checklist to self-monitor

Monitor plan implementation and provide support/training

• Does team member know what to do?

• Does team member know how to do it?

• Does team member believe it will work?

• Is there enough time/resources?

Plan modifications

Traditional

Collaborative

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 39. Plan Evaluation

Determine if goals have been met

• Compare pre/post data

Discuss next step

• Plan modifications

• Generalization / maintenance

• Referral

Determine if goals have been met

• Compare pre/post data

• Present graphs showing progress

• Reinforce joint efforts

Discuss next step

• Plan modifications

• Highlight parents/teachers role in decision-making process

• Social validity? Plan acceptable?

• Highlight skills in addressing future concerns

• Generalization/maintenance

• Referral

Traditional

Collaborative

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 40. Plan Evaluation

School

Home

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 41. A few skills needed for Collaborative PS

Define TBs in objective terms

Promote social competencies / replacement behaviors

Knowledge of user-friendly data collection strategies

Conduct FBA via interviews, observations, checklists using an ecological perspective

Knowledge of EBI

Link FBA to EBIs

Determine methods for TX integrity

Evaluation of interventions

Facilitate the problem-solving process with integrity

Elicit meaningful information from tees / interviewing skills

Relationship building & conflict management skills

The ability to foster H-S collaboration via process and content

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 42. Collaboration is NOT lip service!

Microskills

• Open Questions

• Minimal Encouragers

• Reflecting

• Self-disclosure

• Paraphrasing

Perspective Taking

• Pointing out similar experiences among consultees.

• Listening and acknowledging different perspectives.

• Using empathy and accurate understanding

Conflict management

Focus on mutual goals/ interests

Use language to unify

Reframing

Use an agenda to focus on a common theme

Read nonverbal language

Building relationships

Point out participant contributions

Develop opportunities for positive communication

Accept participants where there are at

Present a non-deficit approach

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 43. Problem Solving Process

1.Needs/Problem Identification

2.Needs/Problem Analysis

3.Treatment Plan Implementation

4.Treatment Plan Evaluation

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 44. Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 BehavioralConsultationNeeds/Problem Identification Treatment Plan Implementation Treatment Plan Evaluation Needs/Problem Analysis Content Skills Process skills Content Skills Process Skills Content Skills ProcessSkills Content Skills Process Skills 45.

STAGE = INTERVIEW

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 46. CBC Stage I Needs Identification Premeeting / Meeting 1 Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 47.

Content goals

Identify student strengths and needs

Prioritize, specify, and define target behavior

Conduct a preliminary Functional Behavioral Assessment (FBA)

Establish a baseline data collection procedure

Needs/Problem Identification Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 48. Oh waitwe are working with people.

Process goals

Establish/improve a working relationship among team

• HOW????

Validate shared goals of supporting the child.

• HOW????

Identify the strengths of the child, family and school.

Increase communication and knowledge regarding the child, goals, concerns, and culture of family and school.

• HOW???

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 49. Identifying Target Needs

Consider

Identify a response chain and target the first behavior in the chain

Select behaviors that will likely generalize to other behaviors

Organize behaviors in terms of their topographical or functional properties

Prioritize behaviors that have general utility and that the environment will likely maintain.

Change the easiest behavior to encourage further treatment efforts

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 50. Defining Target Needs

Provide a precise description of the target concern

Focus on specific aspects of the behavior that can be understood by an independent observer

Criteria for good behavioral definition

Objective: observable characteristics of behavior must be countable and measurable

Clear: unambiguous, specific, and reliable

Complete: the boundaries of what is to be included and excluded should be delineated

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 51. Defining Target Needs

Focus on ONE specific behavioral, or social concern

Select the most problematic concern

Be flexible!It may be necessary to re-define the target behavior

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 52. A little practice.

During Noahs team meeting, several target behaviors are discussed including daydreaming, arguing, work incompletion, wandering in the hall, lack of motivation, & lack of support at home.

How would you help the team prioritize a behavior?

Define the behavior

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 53. Possible TBs

Noah will complete ____ number of math problems during independent seatwork

During independent seatwork, Noah will remain in the class ____% of the time

During independent seatwork, Noah will be on task ___% of the time

Increase the number of positive verbalizations that Noah makes during math independent seatwork

Noah will complete ____ number of math problems at home each night

Increase the accuracy of Noahs math homework assignments to ___%

During independent seatwork, Noah will comply with initial instructions

What do you notice about all these definitions???

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 54. What are the needs in schools?

What are the most commonly identified behavioral concerns/needs?

What are the most commonly identified social concerns/needs?

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 55. Exercise

Define the needs in behavioral terms

Identify 3 ways to collect data on the TBs

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 56. Data Collection Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 57. Tips for Data Collection

Keep it simple!

Clearly define what is to be recorded

Match the data collection procedure to the target behavior.

Consider retrospective baseline data

Graph the data to monitor progress

Record data that have a range (e.g. not just yes/no)

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 58. Overview of Data Collection Procedures

Permanent Product

Direct Observation

Performance-based Assessment

Self-Monitoring

Goal Attainment Scaling

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 59. Data Collection

Identify

• Who

• Where

• When

• How

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 60. Permanent Product

Permanent Product Concrete evidence of a students behavior

Examples

• Percent of homework assignments completed

• Number of worksheets completed in a subject area

• Number of pages read

• Number of problems attempted/completed/accurate

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 61. Permanent Product

How to collect permanent product data

• Clearly define the task to be monitored

• Identify the product that corresponds to the task

• Determine how the product will be collected

• At the end of the assessment period (e.g. day, subject area), collect the product

• Compute the metric corresponding to the target behavior (e.g. number of problems completed, number of worksheets turning in)

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 62. Direct Observation

Direct observation Measurement of discrete behaviors while they are occurring

Examples:

• On-task/off-task

• Disruptive behavior

• Out of seat

• Talking out

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 63. Direct Observations

How to collect direct observation data:

Identify and define the behavior that will be observed and the time frame when observation will take place

Determine whether the behavior isloworhighfrequency

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 64. Low Frequency Observations

Record the time at which recording begins

Use a chart to record the number of times the behavior occurs.

Put a tally on the chart each time the behavior occurs

Continue recording until the end of allocated time

Record the time at which the recording ends

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 65. High Frequency Observations

Determine time interval during which the behavior can be monitored (e.g. at the end of every 5 or 10 minutes)

Us a conveniently located chart.

Record the time at which the observation session begins.

At the end of the interval, record a tally if the behavior occurred.Record nothing if the behavior did not occur.

Record the time the observation session ends.

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 66. Performance-based Assessment

Performance-based assessment Use of rating scales to record behaviors over time periods.Recordings are based on Likert Scale.

Examples:

• Aggression

• Opposition

• Active Participation

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 67. Performance-based Assessment

How to collect performance-based data:

Define the observation period into intervals (e.g. 0-5 mins; 5-10 mins)

Define the parameters of behavior in meaningful units (e.g. high, medium, low ect.)

Develop a Likert Scale that includes assigned values corresponding to behavior (5 = high, 3 = medium, 1 = low)

Record the numerical rating for each interval

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 68. Self-Monitoring

Self-monitoring An observation technique wherein students are responsible for recording their own behavior

Examples:

• On-task behavior

• Followed instructions

• Began work on time

• Completed chores/tasks

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 69. Self-Monitoring

How to collect self-monitoring data:

Define the behavior for the student to self-monitor

Select an appropriate recording form

Define the time period.Brief intervals are NOT recommended

Give the student the form and allow him/her to practice

Have the student write down the number of occurrences and show it to the teacher.Teacher should initial the form.

Do random checks to compare and provide feedback to the student.

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 70. Goal Attainment Scaling

Goal attainment scaling A rating on a 5 point scale based on the degree to which a students performance is approximating a predetermined goal (-2 to +2)

Examples:

• Work completed

• Accuracy on academic task

• Using self-control

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 -2 -1 0 1 2 Amount of work completed is significantly worse Amount of work completed is slightly worse No change in the amount of work completed Amount of work completed is slightly better Amount of work completed is significantly better 71. Goal Attainment Scaling

How to collect goal attainment data:

Identify and define the target behavior or task

Establish a clear goal for behavior change

Determine a reasonable measurement period (e.g.daily, weekly)

Rating is made on 5 point scale (-2 to +2) to reflect the degree to which progress toward the goal is observed

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 72. Exercise

Do you want to revise how you collected data?

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 73. Needs Identification

Content Skills

• Identify, prioritize, and define child's needs in behavioral terms.

• Identify initial needs of behavior in terms of antecedent, situation, and consequent conditions across settings.

• Establish a procedure to collect baseline data across settings.

Process Skills

• Establish/improve a working relationship between parents and teacher, and between the consultant and consultees.

• Validate shared goals of supporting the child.

• Identify the strengths of the child, family and school.

• Increase communication and knowledge regarding the child, goals, concerns, and culture of family and school.

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 74. Assessing Target Needs

Ecological assessment

• Student and environmental variables

Functional assessment

• Antecedents, consequences and sequential conditions

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 75. Primary Outcomes of FA Process

Description of behavior

Prediction of problem behaviors

Identification of consequences that maintain behavior

Summary statement

Direct observation data

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 76. Simple ABC Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 Antecedents When/Where/ What? Behavior What? Consequences What? What was happening prior to the onset of the behavior that influenced the occurrence of the behavior? Operationally Defined Behavior What did the person gain or avoid through engaging in the behavior? 77. Quick FBA orQuick Hypothesis

Gather information about the behavior including the context and routines within which the behavior is most likely to occur

Complete a behavior pathway and generate a hypothesis about the function of the behavior

If you have high confidence in the hypothesized function, assign student to a function-based intervention

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 78. Setting Events Triggering Events Maintaining Consequences Problem Behavior Testable Hypothesis: The Behavior Pathway

• The behavior pathway:

• Represents your best guess about the behavior and the conditions under which it is observed

• Represents basicworking unitof FBA

• Directly guides assignment to contextually appropriate functional supports

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 79. Stage I Review

Content goals:

Jointly identify and define childs priorities in behavioral terms.

Briefly discuss what is happening before and after the priority concern, and any specific patterns that occur

Jointly establish a procedure to collect baseline data across setting.

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 80. CBC Stage II Needs / Problem AnalysisMeeting 2 Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 81. Needs / Problem Analysis Interview

Content goals

• Evaluate baseline data across settings

• Set goal

• Conduct thorough FBA

• Collaboratively develop an intervention plan.

• Reaffirm data collection procedures.

Process Goals

• Build partnerships between across settings through inclusive language (i.e. we, our, etc.)

• Elicit and validate teams perspectives of the target concern.

• Foster an environment that facilitates "give-and-take" communication across settings.

• Promote joint decision-making and shared responsibility for plan development

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 82. Evaluate Data

Collect the data (if you dont already have it)

• Make sure you have touched base or collected some data from teacher prior to meeting.If they dont come with datayou dont know where to set the goal.and cant determine the effectiveness of TX

Use the data to establish a REALISTIC goal

• Short term goals

• Goals should be directly related to the target

• It should be manageable, attainable (based on the baseline data), and stated in positive terms (what the student will do)

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 83. Functional Behavioral Assessment

FBA

• Collection of methods for gathering information

• NOT a single test or observation

• Multimethod strategy

• • Observations

• • Interviews

• • Review of records

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 84. Collecting Information

Informant methods

• Interviews

• Checklists

• Rating scales

Direct observation

• Systemic, behavioral observations in naturalistic settings

• (frequency, interval, duration, latency, permanent product)

Functional analysis manipulation

• Standardized protocols that systematically manipulate contingencies controlling problem behavior using single case designs

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 85. Informant Methods

Interviews

Checklists:lists of events or characteristics judged to be present or not

Rating Scales: based on a continuous dimension that is being measured

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 86. Interviews & Checklists

Functional Assessment Interview(ONeill et al.)

Preliminary Functional Assessment Survey(Dunlap; Kern)

Motivation Assessment Scale(Durand & Crimmins)

The Functional Assessment Checklist for Teachers and Staff (FACTS) (SWPBIS)

Functional Assessment of Student Troubles (FAST)

Academic Competence Evaluation Scales (ACES) DiPerna & Elliott, 2000) BACESS (brief screening tool)

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 87. Interviews

A great beginning, but be cautious about assuming data are completely accurate.

Some Prototypical Questions:

• When does the behavior occur most?

• When does the behavior occur least?

• How often does it occur?

• What typically happens after the behavior?

• Why do you think the behavior occurs?

• What should the person be doing at that time?

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 88. Setting Events Triggering Events Maintaining Consequences Problem Behavior Following events that maintain behaviors of concern Preceding events that trigger or occasion Set of related behaviors of concern Pre-existing factors/events that affect value of maintaining consequences Testable Hypothesis: The Behavior Pathway Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 89. An FBA seeks to identify the events that reliably predict the occurrence of behavior (e.g. maintaining consequences) Setting Events Triggering Events Problem Behavior Testable Hypothesis: The Behavior Pathway Maintaining Consequences Antecedents Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 90. Antecedent Events

A major outcome of a functional behavioral assessment is to gain knowledge ofrecurring antecedentevents - events that increase the likelihood that certain behaviors will occur

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 91. The class was quietly doing its lesson when Russell,suffering from problems at home, prepared to employ an attention-getting device. What do you think is the antecedent here? Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 92.

Antecedent events are things that occur prior to the onset of behavior thatset the tableoroccasionthe behavior

Two types of Antecedent events:

• Immediate(Triggering Events)

• Distant Setting(Setting Events)

Antecedent events include bothovert, observable behaviorsas well ascovert/non-observable processes - feelings or thought processes -which are harder to assess

Antecedent Events Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 93. Immediate Antecedent Events

Any stimulus thatoccurs immediatelybefore the behavior that influences the likelihood that the behavior will occur

Events that occur either within the same setting as the behavior or in a previous settingclose in timeto the behavior

Who, Where, When

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 94.

Corrections

No homework

Lack of opportunity to make choices

Teased by peers

Physical injury

Not called on when hand raised

Transitions

Unstructured times

Examples of Immediate Antecedents

Changes in routines

Late for activity

Reprimands

Activity/task demands (length of task; amount/quality of interaction; match to skill level; type of instruction)

Ignored by friend

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 95.

Setting Events

Pre-existing factors/events that:

Make problem behavior more intense or more likely to occur

• • illness, fatigue, hunger, social conflict, skill deficits

Change the value of reinforcers

• • praise is less effective, peer attention is more reinforcing, work completion is less important

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 96. Setting Events Triggering Events Maintaining Consequences Problem Behavior The Behavior Pathway Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 97.

Work completion is less important (reinforcing) to Demetri after he has had anargument with his girlfriend before class

Colognes use of verbal profanity is more likely (reinforcing) when shehasnt had enough sleep night before

Peer attention is less distracting (reinforcing) when Manuellaisnt feeling well

Getting >50% of math problems wrongdecreases the value (reinforcement) of starting new math worksheets.

Examples of Setting Events Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 98. Types of Setting Events

Environmental Factors: prior peer/teacher interactions, home environment, social relationships, changes in routines/schedules

Learning Factors: (dis)ability, interest in activities, attention span, need for activity, skill level, prior experiences in teaching modality, poor grades

Personal Factors: medications, physical or mental illness, poor sleep and/or nutrition, sensory integration issues, anticipation of frustration or embarrassment, anger

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 99. Consequence

An event that contingently follows a behavior and affects whether the behavior will increase or decrease over time

• the event may follow immediately or distantly

A resulting, influential event that follows the occurrence of a behavior

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 100.

Givenan office discipline referral

Call to a parent

Removed from class

Staying in for recess

Being last in line

Having to clean up a mess

Apologizing

Not being able to play sports

Examples of Consequences

Being reprimanded

Being corrected

Being sent to time out

Losing privileges

Poor grades

Being ignored

Being teased

Extra work or homework

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 101.

Identifying the consequencesof a behavior helps us determine the function or purpose that the behavior is serving for the individual

Consequences that indicate function are referred to asmaintaining consequences .They are the consequences that maintain the behavior

Not all consequences are maintaining consequences

Not all maintaining consequences are planned or intentional

Maintaining Consequences Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 102. Setting event Triggering Event Response: Problem Behavior Maintaining Consequence Cleo is new to the 6th grade. English is her second language. When another student approaches and says something to her in English, Cleo typically turns away. The other student walks away. This happens several times during the day. English Language Learner Student approaches and speaks in English Cleo turnsaway Otherstudent walks away What function? Escape peer attention Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 103. SWIS Data - Example Custom Graph of Possible Motivation(i.e., Function of Behavior) Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 104. Setting Events Triggering Events MaintainingConsequence Problem Behavior Resulting events that maintain the behavior(s) Preceding events that trigger or occasion the behavior Set of related behaviors of concern Infrequent events that affect the value of the maintaining consequence Build A Testable Hypothesis Using the Behavior Pathway Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 105. Developing a Testable Hypotheses

Elements of a testable hypothesis:

• Setting events

• Triggering events

• Behavior

• Maintaining consequence

The more specific you can be in defining each of these elements, the more accurate your testable hypothesis will likely be

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 106. Example Structures

When ( Student ) is ( Antecedent / Setting Event ) he/she does ( Problem Behavior ) in order to ( Maintaining Consequence / Function ).

It appears to the team that(Student)engages in(Problem Behavior)in order to (Maintaining Consequence / Function)when(Antecedent / Setting Event).

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 107. Example of a Testable Hypothesis

When Davis is presented with an academic task that he does not want to do, he disrupts the class by (1) verbally refusing to follow the teachers directions and (2) distracting his classmates by talking.Daviss behavior is maintained by successfully getting out of doing his work by being removed from the class/school (OSS).

When it is time for independent reading, Ginny puts her head down on her desk and refuses to begin the assignment.When her teachers try to get her on task, she puts her fingers in her ears and turns her head away. Her teachers then stop prompting her to do her work as long as she is quiet. Ginnys behavior appears to be maintained by avoiding class work.

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 108.

You should not propose to reduce a problem behavior without also identifying alternative, desired behaviors the person should performinstead of the problem behavior (ONeill et al., 1997, p. 71).

Fundamental Rule! Now that we have developed a Testable Hypothesis for the problem behavior, the next step is to identifyalternative desired behaviors , also known asreplacement behaviors The Next Step Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 109. Setting Events Triggering Antecedents Maintaining Consequences Desired Behavior Consequences ProblemBehavior Replacement Behavior Competing Behavioral Pathways Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 110. Identify the Desired Behavior

Thedesired behavioris the behavior you want the student to perform given the antecedent conditions

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 Antecedent Desired Behavior Given a seat work task Given a teacher request Given a taunt from a peer Student will work quietly Student will comply Student will turn and walk away 111. Setting Events Triggering Antecedents Maintaining Consequences DesiredBehavior Maintaining Consequence ProblemBehavior Replacement Behavior Whines, screams, pushes peer Peer asks for toy Hunger Peer moves away without toy Share the toys TeacherPraise forrelinquishingthe toys Competing Behavioral Pathways Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 112.

• The biggest challenge, once you have identified the behavior pathway, is trying to replace aneffective, highly reinforcing problem behavior with aless effective, less reinforcing alternativepositive replacement behavior

Replacing a HighlyReinforcing Problem Behavior Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 113. Replacement Behavior

A replacement behavioris a socially acceptable behavior, taught to the student, that achieves thesame function (result) as the problem behavior

An Appropriate Replacement Behavior:

• Serves thesame functionas the problem behavior

• Isas or more effective/as easy to perform(once taught) as the problem behavior

• Issocially acceptable and a contextual fit

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 114.

Because if we ONLY take the toy away, we did not teach a positive way for Ethel to get her needs met, (i.e. keep the preferred toys). This response over time often leads to disengagement and an increase in problem behaviors

Replacement Behaviors address the questions:

How can Ethel keep the toy without having to engage in problem behavior?(maintain the function)

What can we teach Ethel using instruction, practice, meaningful reinforcement and assessment, that will increase the likelihood that she will choose a more socially acceptablebehavior?

Why Are Replacement Behaviors Important? Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 115. Setting Events Triggering Events Maintaining Consequences Problem Behavior Hunger Peer wantstoy Screamingand pushing peers Peer goes away Ethel keeps toy Desired Behavior Maintaining Consequence TeacherPraise forrelinquishingthe toy Will share toys . Competing Behavioral Pathways Replacement Behavior Ask for help From teacher Why isfunctionimportant? Because consequencescompete!! Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 116. Behavioral Functions

BEHAVIORAL EXCESSES Too much of a behavior

• ATTENTION

• ESCAPE

• OBTAIN OBJECTS/ACTIVITIES

• SENSORY STIMULATION

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 117. Skill Development

BEHAVIORAL DEFICITS Inability to adequately perform a behavior

• LACK OF MOTIVATION

• NOT ENOUGH PRACTICE

• NOT ENOUGH GUIDANCE/HELP

• LACK OF EXPOSURE

• TOO DIFFICULT

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 118. Problem Analysis Interview:Designing Interventions Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 119. Behavior Support Plans

Plans should:

• Show how everyone will change Not justthe child

• Flow from the functional assessment

• Be technically sound

• Fit with values and skills of people using it

• Goal: make the problem behavior

• irrelevant, inefficient, and ineffective!

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 120. Interventions with Antecedents

Makes changes proactive

Brings immediate relief

Allows opportunity to teach alternatives in a more pleasant environment

Avoids negative consequences of the problem behavior for the child

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 121. Addressing Antecedents

Consider

• How can the setting or the immediate predictors be changed to avoid the problem behavior?

• What can be added to the daily routine to make it more likely that a desired behavior happens.

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 122. Antecedent and Setting-Event Modifications

Removea problem event

• avoid giving difficult work problems for ind. seatwork

Modifya problem event

• Shorten lesson

Interspersedifficult/unpleasant events with easy or pleasant events

• Mix mastered tasks with acquisition

Addevents that promote desired behavior

• Choice of task

• Cooperative learning

Blockor neutralize the impact of negative events

• Allow frequent breaks

(Babbara & Knoster, 1998) Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 123. Teaching Alternative Skills

Replacement skills 1-1 replacement that serves exact function of problem behavior

• I need help vs head banging

General skills prevent need for problem

• Organizational skills

Coping and tolerance skills cope with problem

• Conflict Resolution

(Babbara & Knoster, 1998) Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 124. Alternative Skills

Serves the same purpose

Easy to do

Have an immediate and positive result

Taught before problem behaviors happen

Generalize across settings and are easily understood

(Babbara & Knoster, 1998) Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 125. Consequence Interventions

Increase use of alternative skills

• Replacement, general or coping/tolerance

Reduce outcomes of problem behavior

• Re-direct or prompt use of alternative skill

• Negative consequence

Manage crisis

• At first sign of crisis calming activity

• Clear others from room

(Babbara & Knoster, 1998) Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 126. Developing Consequence Interventions

How will the plan reinforce alternative behaviors?

How will the plan teach the child that the problem behavior is on longer effective, efficient, or desirable?

How will the plan de-escalate crisis and protect the child and others?

( Bambara & Knoster, 1998)

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 127. Adapting the Curriculum & Instruction Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 128. REMEMBER

Behavior problems are less likely if kids are actively engaged

What are some engaging

instructional procedures?

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 129. Adapting the Curriculum & Instruction

Concrete factors that can be changed to increase engagement

• Time

• Learning Style

• Learning Environment

• Content

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 130. Time Accommodations

Shorter periods (10 minutes on, 2 minutes off)

Space short work breaks or change of task

Lengthen work periods

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 131. Learning Style Accommodations

Auditory, Visual, & Kinesthetic

• Verbal and written instructions/exams

• Checks for understanding

• Cues to important info This is important

• Written copy of material provided

• Highlight information

• Flash cards in bold colors

• Manipulative, hands-on activities (e.g. marker boards, counting bears)

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 132. Environment Accommodations

Proximity seating

Allowing student to work in different parts of the classroom

Seated in an area free from distractions (e.g away from specific peers, empty distracting items from the desk)

Pull sticks to ensure students have an equal chance of being called on during discussions

WHAT ELSE??

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 133. Content Accommodations

Less content at a time

Intersperse easy/difficult problems

Immediate feedback

Highlighting important aspects of content

Assignment chunking

Provide outlines

Present material at an individual students level

WHAT ELSE??

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 134. Behavioral Interventions Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 135. Behavior Interventions

Precision Commands

Home Notes

Self-Management / Beeper tapes

Behavior Contracts

Public Posting

Positive Reinforcement

• • Mystery motivator

• • Grab bag

• • Lottery

• • Chart moves

• • Spinners

What If Chart

Group contingency

Response Cost

Time Out

Suspension

Sure I will

Good Behavior Game

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 136. Coercive Cycle Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 Adult MakesRequest Adult Acts withHostility orWithdraws Child AvertsRequest Child Reactswith Hostility 137. * see p. 62 of Rhode et al. (1992) Precision Requests Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 138. Positive Reinforcement

Intermittent vs. Continuous

Link to function

• Use of backup reinforcers

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 139. Common Properties of Differential Reinforcement

Differential reinforcement is the reinforcement of one form of behavior and not another, or the reinforcement of a response under one condition but not another.

Differential reinforcement uses positive reinforcement to differentiate or separateappropriatestudent behavior frominappropriatebehavior by increasing one while decreasing the other.

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 140. Mystery Motivators

Incentive system designed to deliver random rewards for appropriate behavior

• Select basic rewards for students to earn

• Write one selected reward on piece of paper and put it in a sealed envelope

• Define the behavior you want to see

• Utilize invisible markers and write an M in a few of the reward boxes

• If student meets the goal, they get to color in the box for that day.If an M appears, they open the envelope immediately for their reward.

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 141. Mystery Motivators

If no M appears after the student colors the square, congratulate them on their behavior and tell them that tomorrow could be a reward day

In the beginning, there should be 2-3 Ms per week

Positive comments are important Scott got a 75% on his homework great job versus Scott is trying but has so much more potential

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 142. Home-School Note

A home note is used to share information between the teachers and parents

• Decide what type of home note is necessary (Daily, weekly ect.)

• Set up a conference with parents get their input

• During conference, decide on behaviors that should be included on the note.

• During the conference, decide how behaviors should be rated.

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 143. Home-School Note

During the conference, decide on what type of reinforcement should be used for each rating

Discuss that no excuse should be accepted (e.g. I forgot, There was a substitute teacher)

Explain the procedure to the student

Begin the home note on Monday try to give the student positive ratings for the first few days if possible.

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 144. Token Economies

Behaviors to be reinforced are identified and defined.

A medium of exchange is selected.A medium of exchange refers to some symbol or token that a student received after successfully completing the target behavior.

Back-up reinforcers are provided that can be purchased with the tokens.

Source: John Maag, 2005 Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 145. Reasons for the Effectiveness of Token Economies

The time gap is bridged between behavior and back-up reinforcer.

The amount of reinforcement is immediately obvious to students.

Tokens are unaffected by the mood of the praiser

Tokens make use of generalized conditioned reinforcers.

Tokens provide stimuli that control teacher behavior.

Source: John Maag, 2005 Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 146. Rules for Establishing a Token Economy

Select target behaviors.

Develop rules.

Select an appropriate token.

Establish reinforcers for which tokens can be exchanged.

Establish a ratio of exchange.

Develop a reward menu and post it in the classroom.

Designate a time when children can exchange tokens.

Implement the token economy.

Provide immediate token reinforcement for target behaviors.

Gradually change from a continuous to variable schedule.

Provide a time to exchange tokens for back-up reinforcers.

Revise the menu frequently.

Source: John Maag, 2005 Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 147. Behavior Contracts

Contracting involves placing contingencies for reinforcement into a written document which is agreed to and signed by the student

Define the behavior

Select contract reward with help from student

Define contract criteria, including the amount of behavior required, amount of reinforcement and the time limits for performance

If necessary, include a bonus clause for exceptional performance or behavior completed before the contract time limits

Negotiate the contract with the student

Put terms of contract in writing

Set a date for reviewing the contract

Have all participating parties sign the contract.Keep a copy, and make a copy for each participant

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 148. Reasons Why Contracts Work

Contracts involve rule-governed behavior.

Contracts are public documents.

Students are equal participants.

Behavior of all participants is clearly specified.

Source: John Maag, 2005 Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 149. Guidelines for Successful Contracting

Rule 1:Contracts must be fair.

Rule 2:Contracts must be clear.

Rule 3:Contracts must be honest.

Source: John Maag, 2005 Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 150. Novel Applications of Positive Reinforcement Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 151. Chart Moves Source: John Maag, 2005 Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 152. Chart Moves A Comic Book Help Librarian Move Desk Listen to Music First in Line Lunch with Teacher Jims Tower Lisas Tower Source: John Maag, 2005 Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 153. Spinners Source: John Maag, 2005 Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 154. Good Behavior Game

• Select instructional period

• Introduce game

• Explain procedures and rewards

• Divide class into 2 teams

• Tally behavior team with fewest number wins.If both teams are below pre-specified level all students earn the reward

• Initially rewards should be given daily then faded to weekly

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 155. The person who is supposed to implement the strategy needs to be actively involved in designing it; or it probably wont work ! Ownership & Voice: A Key to Intervention Design Interventions Source: Lucille Eber Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 156. The task is not redesign the individual but to redesign the environment in order to prevent problem behavior and ensure an acceptable behavior is produced instead. - Rob Horner Source: Lucille Eber Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 157. Effective Behavior Interventions:

Function based

Proactive

Have adequate dosage of:

• Instruction

• Practice

• Support

• Encouragement

• Monitoring

Source: Lucille Eber Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 158. Points to Keep in Mind When Action Planning with a Team

Scientifically sound strategies can fail if they dont fit with values and skills of those who are supposed to implement them.

Contextual Fit Source: Lucille Eber Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 159. Types of Data Collection

OUTCOME (Baseline / Treatment)

IMPLEMENTATION OF INTERVENTION

SOCIAL VALIDITY

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 160. Stage II Review

Content goals:

Evaluate information collected across home and school.

Collaboratively develop developmentally appropriate goals for priority behavior across home and school.

Discuss what is happening before and after the priority behavior, as well as specific patterns that occur, during the focused time/setting.

Collaboratively develop a plan built upon strengths and competencies to address the priority behavior across home and school.

Reaffirm information collection procedures.

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 161. CBC Stage III: Treatment Plan Implementation Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 162. The Million Dollar Question??

WHY DO PLANS FAIL?

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 163.

knows what to do

knows how to do it

believes it will work

has enough time to do it

has the resources to do it.

fits with the culture of the classroom/home

Make sure. Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 164. Treatment Plan Implementation

Goals include:

monitor implementation of the intervention across settings

provide training to parents and teacher, if necessary

assess behavioral side effects and contrast effects; is the treatment causing any unforeseen problems or effects?

determine the need for immediate revisions in the plan

continue data collection procedures across settings

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 165. Treatment Integrity

Treatment integrity plan was implemented as designed/intended

A student who shows no change in performance at the end of an intervention may be referred for special education services, when in fact the intervention was poorly implemented

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 166. Treatment Integrity

Provide written information about the plan

Manualize the intervention

Provide training (e.g., model/rehearsal/feedback)

Do direct observations

Provide script or checklist of plan

Ask tee to self-monitor

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 167. Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 168. CBC Stage IV: Treatment Plan Evaluation Meeting 3 Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 169. Treatment (Plan) Evaluation

Determine if the shared goals of consultation have been attained

Evaluate the effectiveness of the plan across settings

Discuss strategies and tactics regarding the continuation, modification, or termination of the treatment plan across settings

Schedule additional interviews if necessary

Discuss ways to continue conjoint problem solving or shared decision making

Goals Include to : Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 170. Outcome Data Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 171. Outcome Data

Baseline / Treatment

Progress Monitoring

• Direct Behavioral Observations

Behavior Intervention Rating Scale( BIRS Von Brock & Elliott, 1987 )

• Effectiveness Scale

Goal Attainment Scaling( GAS; Kiresuk, Smith, & Cardillo, 1994 )

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 172. Data Analysis

Student Outcomes

• Effect sizes (Busk & Serlin, 1992)

• • No assumptions regarding homogeneity of variance and population distribution

• • Used to compute the difference in phase means within a case

• • .8 or above is considered large (Cohen, 1992)

• • Mean of TX Mean of Baseline =ES

• • Standard Deviation of baseline

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 173. Baseline Treatment Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 174. Data Analysis Contd

Mean of Treatment = 85

Mean of Baseline = 50

Standard deviation of baseline = 4.08

85 50 = (35)=7

5

Which would indicate averylarge effect size

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 175. Social Validity:Are the results clinically meaningful? BIRS GAS Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 176. Instrumentation

Behavior Intervention Rating Scale-Revised (BIRS-R)(Sheridan and Steck, 1995)

• 24 itemsmeasuring participants perceptions of acceptability,effectiveness and time-to-effectiveness of the problem-solving process

• The Acceptability factor is 15 items score on a 6 point scale

• The Effectiveness factor is 7 items scored on a 6 pointscale

• The time to effectiveness factor is 2 items on a 6 point scale

• (1= not at all acceptable; 6 = highly acceptable)

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 177. Instrumentation Contd

Goal Attainment Scaling(GAS; Kiresuk, Smith, &Cardillo, 1994)

• One item used to evaluate participants perceptions of attainment of goals set forth by team

• Rated on a 5 point scale from -2 (behavior is significantly worse) to +2 (behavior is significantly better)

• Example for compliance

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 -2 -1 0 1 2 Compliance with instruction is significantly worse Compliance with instruction is slightly worse No progress Compliance with instruction is slightly better Compliance with instruction is significantly better 178. Additional Analysis: Small N

• Magnitude of Change (Kazdin, 1982)

• • Mean changes shift in average rate of performance across phases

• • Level changes shift in performance from the termination of one phase to the onset of the next phase

• Rate of Change (Kazdin, 1982)

• • Trend systematic increases/decreases in data over time

• • Latency time period between onset or termination of once condition and a corresponding change in performance

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 179. Additional Analysis: Small N

• Level Stability and Variability (Kazdin, 1982)

• • Level stability variability within data series

• • Data were considered stable when 80-90% fell within 15% of mean level of the phase

• Trend Direction and Stability (Tawney & Gast, 1984)

• • Trend direction steepness of data over time

• Overlapping data points (Tawney & Gast, 1984)

• • Percentage of overlap = Calculate the range of data in first phase. Count the number of data points in the second phase that fell within the range of the first phase. That number was divided by the number of data points in the second phase and multiplied by 100

Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 180. Whole Group Independent Seatwork Baseline Treatment Follow up JVs Compliance during Math Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 181. Group 1 Group 2 Baseline Treatment Follow up DLs Letter Recognition Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 182. Case Outcome Example Baseline Treatment Effect Size = 1.87 Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 183. Case Outcome Example Baseline Treatment Effect Size = 1.16 Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 184. RIPBIS Paul V. Sherlock Center on Disabilities @ Rhode Island College, 2009 Tertiary Level Behavior Support Plan Type of Support: Conjoint Behavioral Consultation Assessment Complex Cross-setting FBA; Record review Social/Medical history; Social-Emotional Rating Scales Data Collection Progress monitoring of behavioral observations; SWIS ODR data Plan Implementation Complete behavioral support plan steps; Daily completion of support plan fidelity checklist Plan Evaluation