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Teaching a Different Way of Behaving: Positive Behavior Supports
by Cathy Pratt
Chapter 7
Crisis Management
When a student with an ASD engages in dangerous behaviors, an expert is often called in to provide a “quick fix” that will have an immediate impact on the situation
The Problem with Crisis Management
Short-term solution with no long-term educational benefit
Addresses the immediate behavior, but not the underlying cause
Dangers of a Crisis Management Approach Our response could potentially escalate
the behaviorRestraining a student who craves deep
pressure would reinforce the behaviorIf behavior is related to stress or anxiety,
confrontation may make it worseIf the student is looking for attention or
excitement, an emotional response may provide it
An Appropriate Crisis Management Plan If student is at risk, a plan is vital Each person involved with student in
crisis must know how to respond:Keep everyone safeMinimize the situationDon’t lecture; keep words to a
minimum, and don’t show emotion
After the Crisis
After the immediate crisis has passed, team should review what part of plan worked and what should happen next time
Once student is out of crisis, need to start work on a real plan for behavior change
How Behavioral Perspectives Are Changing
In the past, focus was solely on manipulating consequences to change behavior
Today, behavioral support plans focus on teaching students socially valid ways of responding
Underlying Assumptions of a Positive Behavioral Support
Approach Behavior is:
Influenced or governed by settingFunctional, purposeful, and
meaningful to the individualAffected by internal events, including
emotional and medical issuesInfluenced by factors outside the
immediate environment
Underlying Assumptions of a Positive Behavioral Support
Approach Behaviors will change as people mature
and develop new competencies. Puberty demonstrates that not all maturation
improves behavior. Behavioral supports are guided by a strong
value base Are you more focused on the student’s
quality of life and teaching him self-control? Or are you more focused on controlling the
situation, with a more punitive approach?
The Goal of a Positive Behavior Support Plan
The Goal is…
LONG-TERM CHANGE
Functional Behavioral Assessment
The process of gathering information necessary to understanding the function of a behavior
Long considered best practice, it is now articulated under IDEA
The Behavior Support Team
Should include members from all environments in which the student interacts, including: Family Teachers Paraprofessionals Therapists Doctors Student himself
Responsibilities of the Team
Decisions impacting the student must be made within the team structureDecisions made in isolation fragment
the team, and lead to ineffectual planning and poor outcomes
6 Steps to Positive Behavior Support
Steps include:Defining the behavior of concernGathering infoDeveloping hypothesesCreating the behavioral support planImplementing interventionsMonitoring implementation and
outcomes
Step 1: Defining the Behavior of Concern Behavior must be described and written in
a measurable and observable formatPoor descriptors:
• “Aggressive”• “Destructive”
Measurable/observable descriptors• Pushes other students off swing on playground• Tears instructional materials when presented
Are you choosing the right behavior to target?
Is it truly a problem or just an annoyance to someone?Measures such as frequency,
duration, and intensity can help determine significance of a behavior
Also look at the long-term impact of a behavior on a child’s adult options
Step 2: Gathering Behavioral Information
One person may guide the process, but data gathering must be conducted by multiple people in multiple situations
A-B-C: Antecedent, Behavior, Consequence
Focus on identifying antecedents and consequences that maintain the behavior antecedent = what happens before
the behavior occursconsequence = what happens after
the behavior
2 Types of Antecedents
1. Slow triggers (setting events)
2. Fast triggers (immediate antecedents)
Immediate antecedents are easier to identify, but setting events play a critical role in increasing the likelihood that a behavior will occur
Slow Triggers/Setting Events
Can “chip away” at a student’s tolerance and ability to perform/cope
Slow triggers may explain why a student can handle a task one day, but not the next
Examples of Slow Triggers
Schedule changes Medication
changes Problems at home Skill deficits Lack of sleep Missed meals Too hot/cold
Problems on school bus
Medical problems Uncomfortable
clothes Worries/fears Missed meal What else???
Fast Triggers
Events that are directly related to the challenging behavior or immediately precede
Easier to spot, but not always immediately obvious
Examples of Fast Triggers
Being asked to perform a non-preferred task
Behavior of others A certain noise
(e.g., vacuum, hand dryer in bathroom)
Unstructured setting
Being interrupted during a preferred activity or routine
Being bullied Fire drill Can’t access
preferred item What else???
Consequences
Responses that follow a behavior and make it more likely to occur again
Keep in mind that some “punishments” could be a reinforcing consequence for a student with ASDsMissing recessMaking teacher yellSitting in corner by self
Data Collection
Methods may include:Formal and informal instruments
• Motivation Assessment Scale• Functional Behavior Assessment Form
Scatter plotsVideo taping
12 Questions That Help Identify the
True Function of the Behavior
1. What is the history of the behavior?
2. When is the student most successful?
3. What are the student’s strengths? Are they being reinforced?
4. What type of curriculum is the student enrolled in? Is it a good match (i.e., engaging and meaningful for him)?
12 Questions That Help Identify the
True Function of the Behavior
5. Is student actively engaged in instruction or other activities for at least 80% of the school day?
• Time spent waiting for instruction to begin, waiting for others to finish, or transitioning between activities does not count as being actively engaged!
• Problem behaviors are more likely to occur during unstructured time
12 Questions That Help Identify the
True Function of the Behavior
6. When is the student more likely to engage in problem behaviors?
• During certain activities or classes?• With specific instructors?• At certain times of day?
12 Questions That Help Identify the
True Function of the Behavior
7. Are varied instructional approaches being used in the classrooms?
• Several shortened activities within a lesson?
• Various modalities?• Lecture• Group activity• Hands-on instruction
12 Questions That Help Identify the
True Function of the Behavior
8. Does the behavior serve a purpose for the student?
• Escape?• Attention?• Fulfillment of a physiological or
sensory need?
12 Questions That Help Identify the
True Function of the Behavior
9. What is the student’s primary means of communication?
• Research shows a direct link between inability to communicate and occurrence of problem behavior
• Nonverbal student needs augmentative communication system in place and readily available
• Highly verbal student may still need help expressing frustrations, needs, etc.
12 Questions That Help Identify the
True Function of the Behavior
10. Could there be a medical explanation for student’s behavior?
• Acute or chronic illness/condition?• Medication problem? • Substance abuse?
11. Is the student having any issues with eating or sleeping?
12 Questions That Help Identify the
True Function of the Behavior
12. What is the student’s life like outside school?
• Participating in a range of activities?• Stressful events/conditions that
could be troubling him?
Developing Hypothesis Statements
Informed guesses about the underlying causes of behavior
Based on information gathered through FBA process
Can be illustrated as a Problem Behavior Pathway
Hypothesis Statement asProblem Behavior Pathway
Nonverbal
Social SkillsDeficit
Sees classmateson swing
Pushes classmate off swing
Briefly getsswing.Brief
interactionwith
classmate.
Setting Events
Fast Trigger
Problem Behavior
Maintaining Consequence
Step 4: Creating a Behavior Support Plan
Should evolve from hypotheses developed through FBA
Must: Be clearly written Define how environment will be altered
in an effort to change behaviorSpell out how the student will be taught
an alternative way of responding
Positive Behavior Supports
Goals should be written in the positive:Wait turn quietlyRespond to adults in a respectful
manner NOT in the negative
Stop interruptingWill not curse
Step 5: Implementing Interventions
It’s the team’s job to design an instructional program that both supports and teaches the student
Curricular Considerations
Students are more willing to learn skills and engage in activities that relate to their lives, interests, and strengths
For many students w/ ASDs, the high school curriculum should focus on preparation for employment
Curricular Considerations
Identify alternative or replacement behaviors that will serve the same function as the challenging behavior
Be specific in writing goals“Will handle any teasing in the hallway
by …” as opposed to “Will behave appropriately”
Recommendations for Classroom Management and Instruction Minimize free/unstructured time Develop a schedule that includes
varying tasks to minimize boredom and frustration
Build in time downtime or physical activity as needed
Get student engaged as soon as he enters the classroom
Recommendations for Classroom Management and Instruction
Intersperse easy and difficult tasks Embed opportunities for choice Allow student to preview/rehearse
new materials or activities Clearly articulate and visually
demonstrate expectations for instruction and interaction
Recommendations for Classroom Management and Instruction
Make sure the majority of your interactions with the student are positive ones (not corrections or reprimands)
Establish rapport Establish routines, but build in
changes to prevent rigidity Consider the student’s learning style
Recommendations for Classroom Management and Instruction
Teach strategies for coping and negotiating the stress of daily life
How Does ABA Fit In?
The technology of positive behavior support includes, and is an extension of, applied behavior analysis
Shaping: reinforcement of successive approximations of preferred behavior
How does ABA fit in?
Redirection: Sometimes better to redirect student to a preferred behavior when challenging behavior is starting
Consequences: Should be assessed in terms of what motivates the individual
Planned Ignoring: Don’t use unless you will be able to ignore the behavior no matter how much it escalates
Step 6: Monitoring Implementation and Outcomes
The main reason why behavior support plans aren’t successful is that they are not implemented!
Once a plan is developed, it should include a procedure for continually monitoring and improving upon the planAre positive behaviors increasing and
negative behaviors decreasing?
Conclusions
There is no single intervention or approach that will work with all studentsEven if your district adopts a model
behavioral program or treatment package, it may not be appropriate for students with ASDs
Develop a plan based on a thorough assessment of each student’s behavior
Conclusions
Learning a new way of responding takes Repetition Patience Flexibility Consistency Commitment by all
Don’t give up if change doesn’t happen quickly!
Conclusion
The hardest fact for some to swallow: Often it is the behavior of the
professionals and/or the family that needs to change in order to eliminate or decrease the student’s problem behaviors
• If our behavior doesn’t change, it is unlikely that the student’s will