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EFFECTIVE BEHAVIOR MANAGEMENT FOR ONLINE SPEECH SESSIONS

PRESENTED BY SPG

DEANNA M. GLASS, M.ED., BCBAAUGUST 5TH, 2020

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Hello!

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AB

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Hello!

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A Bnow

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Agenda

▷ WHYbehaviors occur.

▷ WHAT are low effort high impact strategies for speech therapy sessions?

▷ HOW to integrate strategies into online sessions.

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6Mot

ivat

ion

Insp

iratio

nR

esou

rces

Prac

tice

Trou

bles

hoot

ing

Res

ourc

es

Rev

ival

Refin

ing

Boos

ter

Insp

iratio

n

New

Tool

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1.Why do behaviors occur?

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Considerations

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Skill Deficits common with our learners.Communication

Social Skills

Perspective Taking

Self Regulation

Observational Learning

Delaying Gratification

Shifting Attention Generalization

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Considerations

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Ineffective Communication

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System is Inadequate

Isn’t Understood

System isn’t Utilized Isn’t Attended To

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Considerations

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Atypical motivation or interests.

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I am WAY into this. Not speech

therapy.

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Atypical social skills.

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Considerations

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If it pays off, it will be repeated…

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Behavior SOMETHINGMore of

that Behavior

PositiveBehaviorProblemBehavior

Cooper, J. O., Heron, T. E., & Heward, W. L. (2007).

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Behavior SOMETHING More of that Behavior

Cooper, J. O., Heron, T. E., & Heward, W. L. (2007).

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Behavior SOMETHING More of that Behavior

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Considerations

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2. Effective Behavioral

Strategies.

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Prevention

ReinforcementPrompting

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Prevention

ReinforcementPrompting

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Prevention

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What are Antecedents?

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EventsOr Stimuli That Reliably

Precede Specific Behaviors

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Common Antecedents

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Others

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When else?

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When else?

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Note Common Antecedents

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Make a plan.

Communicatewith caregivers.

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Prevention

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What is rapport?

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Why build rapport? More likely to cooperate with them.

Less likely to engage in problem behaviors. (Ward, 2008)

Students who have positive rapport with their teachers are:

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Why build rapport? Simply put, students learn better when they view the learning environment as positive and supportive.

Dorman, Aldridge, & Fraser, 2006

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What are they interested in?

What are they good at?

What do they find reinforcing?

How to build rapport

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Building Rapport

Dorman, Aldridge, & Fraser, 2006

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Pairing

1. Identify a high preference item or activity

2. Be the one to provide access to it

3. Remain in proximity after delivering

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Pairing Online…

1. Identify a high preference video, picture, topic, or activity

2. Be the one to provide access to it

3. Remain in proximity or narrate after delivering

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Pairing the Environment

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Pairing the Environment

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Use interests to build engagement!

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Tailor to Interests

Embed student interests into sessions.

Backgrounds, tokens, videos, materials, worksheets, character names…

(Dorman, Aldridge, & Fraser, 2006).

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Pairing: be silly!

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Pairing: reserve the good stuff!

Ask caregivers to assist with this!

They will know what is most valuable.

Help them understand the value of reserving the good stuff in order to have better speech sessions.

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Prevention

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Behavior can work to gain attention.

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Seeking

AttentionProviding

Attention

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Behavior can work to escape or avoid.

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Behavior can work toimprove internal states.

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Behavior can work to gain access to items or activities.

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How can you tell what the behavior is seeking?

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Attention

Looking for reaction?

Persisting or increasing

behavior when ignored?

Escape

Pushing items away?

Attempting to leave

environment?

Tangible Items

Reaching towards items?

Saying item name

repeatedly?

How is the behavior commonly responded to?

That response is likely the maintaining variable.

A formal functional analysis would be required to confirm this.

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How can you tell what the behavior is seeking?

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Attention

Looking for reaction?

Persisting or increasing

behavior when ignored?

Escape

Pushing items away?

Attempting to leave

environment?

Tangible Items

Reaching towards items?

Saying item name

repeatedly?

Once you suspect a motivation, you can proactively work on getting that need met using

appropriate communication!

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Prevention

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Provide Expectations Visually

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Provide Rules Visually

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Provide The PLAN Visually

57Cohen & Sloan (2007)

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Provide Schedules Visually

58Cohen & Sloan (2007)

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Give Warnings BEFORE common antecedents

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Use transition and attention cues (these need to be taught initially)

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Intersperse Easy/Preferred Activities

61Charlop, M. H., Kurtz, P. F., & Milstein, J. P. (1992).

Breaks

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Prevention

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Instructional Choice

• Instructional choice has been shown to increase student engagement and decrease disruption.

(Dunlap et al., 1994).

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Providing Choice

What way?With what?What first?In what order?How many?

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Notes on Choice

▷ Only give choices that are appropriate for the occasion.

▷ Don’t offer something you can’t provide.

▷ Choices should bring the student closer to engagement in the session, not further away.

65Jolivette, K., Stichter, J. P., & McCormick, K. M. (2002).

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Why offer choice?

66Jolivette, K., Stichter, J. P., & McCormick, K. M. (2002).

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Do you want to work on S sounds or Th

sounds?

Do you want to go first or

last?

Do you want to do this

together or on your own?

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Prevention RecapUnderstand Antecedents

Build Rapport

Understand the Motivation

Use Visual Supports

Provide Choice

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Prevention

ReinforcementPrompting

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Prompting

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Or prompting them to use the exact functional language that will meet the same need that problem behavior typically meets…

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How to use Functional Communication Training

Prompt Communication

Tell them how to ask for what they want. .

Anticipate

Identify common antecedent event and arrange your proximity for intervening.

Think Function

Anticipate what is desired:

• Attention• Escape• Tangible .

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From prevention

From prevention

Carr & Durand (1985)

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How to use Functional Communication Training

Prompt Communication

• “Say break”• Model “all

done”• “more please”• “I need

space”

Anticipate

• Waiting• Transitions• End of fun• Peer in

space

Think Function

Anticipate what is desired:

• Attention• Escape• Tangible .

73Carr & Durand (1985)

For online sessions, this may require assistance from a caretaker!

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Prompt Functional Communication

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Prompt Functional Communication

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Functional Communication Training: Prompt Communication

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Escape Attention

Tangible Items

Carr & Durand (1985)

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Keep in Mind

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ü Less intrusive prompts should be used as the skill becomes more independent.

üWe can always work on tolerating specific antecedents by using a different strategy (first/then).

üWe can always make and communicate a limit if things are not available all the time. (i.e. all done).

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Prompting

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What is Pre-correction?

• Pre-correction is a systematic way of anticipating and addressing inappropriate social or academic behaviors

• The use of pre-correction has been demonstrated to reduce problem behavior and improve academic performance.

(Kauffman, Mostert, Trent, & Pullen, 2006). 79

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Critical Features of Pre-Correction

• 1) Is utilized BEFORE problem behavior occurs.

• 2) Anticipates the need for a specific appropriate, expected behavior and describes it specifically.

• 3) Doesn’t mention or focus on the anticipated problem behavior.

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“Before we start the activity, remember if you need a break you can raise your hand”

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“Remember before we break into groups, your video remains on but muted while listening”

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“Remember how we show we’re done. Put your paper in your folder and put your head down.”

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“When we listen to instructions, we keep our hands on our tables and have a voice level zero.”

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You can use visuals for precorrection as well!

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Group ExpectationsYou can use visuals for precorrection as well!

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Prompting Recap

Functional Communication Training

Pre-correction

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Prevention

ReinforcementPrompting

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Reinforcement

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Behavior SOMETHINGMore of

that Behavior

PositiveBehaviorProblemBehavior Reinforcement

Cooper, J. O., Heron, T. E., & Heward, W. L. (2007).

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Individualized Rewards

Looking at?

Reaching towards?

Engaging with?

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Reinforcement

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A Mantra

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What you attend tois what will increase.

MisbehaviorPositive Behaviors

ATTENTION

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The Power of Praise

▷Can be a low effort, high impact way to increase the behaviors you want to see more of.

▷ If you’re spending most of your attention and energy on correcting misbehavior, this can reroute your attention to positive behavior.

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Behavior Specific Praise

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Javier, I like how you’re sitting so

quietly!

Great job raising your

hand Malcolm!

That was the perfect way to use that tool

Aria!t

tReally nice focusing on your work Talia!

Tennessee Behavior Supports Project (2016)

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Reinforcement

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What is First/Then?▷ Places a reinforcing activity or item

immediately following a demand or less preferred activity.

▷Can be used throughout the session to intersperse motivating items to create momentum and frequent reward for completion of tasks.

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Use First/Then

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What I want you

to do

What you want

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Reinforcement

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What is a token economy?

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Behavior Reward

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Token Economy

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Establish and teach expected behaviorsAlso teach the connection between demonstrating

expected behavior and earning tokens!

(Hulac & Briesch, 2017)

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Token Economy2 Select time period for implementation

(Hulac & Briesch, 2017)

Group?Artic

Activities?

All Session?

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Token EconomyDetermine format of online token delivery

(Hulac & Briesch, 2017)

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Token EconomyDetermine format of online token delivery

(Hulac & Briesch, 2017)

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Token Economy

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Token Economy

3 Determine format of token delivery

(Hulac & Briesch, 2017)

Easily accessible and visible

Easy to deliver following desired behavior

Straightforward value

Paired with behavior-specific praise

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Token Economy

4 Identify back-up reinforcers (rewards)

tangible itemssocial attention

activity/task

Coupons/Tickets?

Chat or jokes with SLP?

Coordinate with parents?

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Token Economy

5 Set prices for rewards/cash in

(Hulac & Briesch, 2017)

▷ How many tokens will each reward cost?○ Set prices not too low but not

too high

▷ Will the cost of rewards fluctuate?

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Token Economy

6 Create a schedule for token exchange

(Hulac & Briesch, 2017)

▷ How often will students have the opportunity to exchange tokens for rewards?

○ Multiple times per session?○ At the end of each session?○ Weekly?○ At the end of a specific number of successful

sessions?

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▷ Not using it consistently.

▷ Not pairing with praise from the start.

▷ Not allowing for frequent enough “cash in”

▷ Too easy/too hard to earn.

▷ Not individualizing reinforcers

Token Economy Fails

!

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Reinforcement

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Rotate

Rotate

Rotate

Rotate

Rotate How often?

But they only like that one

thing!

That sounds

expensive!

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Dense Thin

The starting point.

The goal.

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Artificial Natural

The goal.

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Reinforcement Recap

Provide Behavior Specific Praise

Use First/Then

Use Token Systems

Vary and Rotate Reinforcers

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2. Bringing strategies into

your sessions.

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Prevention

ReinforcementPrompting

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Sample Online SessionUsing Behavioral Strategies to Support Speech Sessions

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Hi!

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Pairing

Look what I have!

Look at what I’m watching!

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What do you want to work for?

Video Break Book Break

Free Chat Silly Faces

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Visuals

Choices

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Meeting schedule

1. 5 minutes: Check In

2. 5 minutes: Show & Tell

3. 10 minutes: Practice

4. 5 minutes: Question of the day

5. 5 minutes: Talk about whatever you want!

Preferred

Activity

Chosen

Reward

Visual

Plan

Intersp

ersal

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Check - In

How are you feeling?

Happy Sad Frustrated/Mad Tired

Silly Sick Nervous Excited

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Meeting schedule

1. 5 minutes: Check In

2. 5 minutes: Show & Tell

3. 10 minutes: Practice

4. 5 minutes: Question of the day

5. 5 minutes: Talk about whatever you want!

Progres

s Deno

ted

Visually

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Show & Tell (pick one)

Something you’ve made

this weekAn

assignment you’re

working on

Something you’ve read

this week

Choices

Visuals

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Meeting schedule1. 5 minutes: Check In

2. 5 minutes: Show & Tell

3. 10 minutes: Practice

4. 5 minutes: Question of the day

5. 5 minutes: Talk about whatever you want!

Progress Denoted

Visually

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Practice

1. socialexpress.com

2. worksheets

Opportun

ities for

Precorre

ction

Opportun

ities for

Function

al

Communi

cation

Opportun

ities for

Behavior

Specific

Praise

Opportun

ities for

Utilizatio

n of

Token S

ystem

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Great job looking at the video, Remi! I’m adding a token to your token board!

Remember if you need a break you can say “break please”,

or just pause the video.

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Meeting schedule

1. 5 minutes: Check In

2. 5 minutes: Show & Tell

3. 10 minutes: Practice

4. 5 minutes: Question of the day

5. 5 minutes: Talk about whatever you want!

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Question of the day

What’s the

worst part about

learning from home?

What’s the best part about

learning from home?

Choices

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Meeting schedule1. 5 minutes: Check In

2. 5 minutes: Show & Tell

3. 10 minutes: Practice

4. 5 minutes: Question of the day

5. 5 minutes: Talk about whatever you want!

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Your turn to talk about whatever you want

Chosen

Reward

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Meeting schedule

1. 5 minutes: Check In

2. 5 minutes: Show & Tell

3. 10 minutes: Practice

4. 5 minutes: Question of the day

5. 5 minutes: Talk about whatever you want!

Schedul

e Acts

as

Token E

conom

y

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Bye!

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Thanks!Any questions?

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ReferencesCarr, E. G., Durand, V. M. (1985). Reducing behavior problems through functional communication training. Journal of Applied Behavior Analysis, 18, 111-126.Cohen, M. J. & Sloan, D. L. (2007). Visual supports for people with autism: A guide for parents and professionals. Bethesda, MD: Woodbine House. Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis(2nd ed.). Columbus, OH: Merrill Prentice Hall.Charlop, M. H., Kurtz, P. F., & Milstein, J. P. (1992). Too much reinforcement, to little behavior: Assessing task interspersalprocedures in conjunction with different reinforcement schedules with autistic children. Journal of Applied Behavior Analysis, 25, 795-808.Dorman, Aldrige & Fraser,( 2006). Using Students' Assessment of Classroom Environment to Develop a Typology of Secondary School Classrooms. International Education Journal, v7, n7 p906-915Hulac, D. M., & Briesch, A. M. (2017). Evidence-based strategies for effective classroom management. New York, NY: Guilford Press.Jolivette, K., Stichter, J. P., & McCormick, K. M. (2002). Making choices - improving behavior - engaging in learning. TEACHING Exceptional Children, 34, 24-30.

Kauffman, Mostert, Trent, & Pullen, (2006). Managing Classroom Behaviors: A Reflective Case-Based Approach, 5thEditionLaraway, S., Snycerski, S., Michael, J., & Poling, A. (2003). Motivating operations and terms to describe them: Some further refinements. Journal of Applied Behavior Analysis, 36(3), 407-414.Scrheibman, L., Dawson, G., Stahmer, A.C., et al (2015). Naturalistic developmental behavioral interventions: Empirically validated treatments for autism apectrum disorder. Journal of Autism and Developmental Disorder, 45(8), 2411-2428.Tennessee Behavior Supports Project, Behavior Specific Praise in the Classroom (2016) retrieved from: https://vkc.mc.vanderbilt.edu/assets/files/resources/psibehaviorspecpraise.pdf

Ward, S. (2008). What You Need to Know about Motivation and Teaching Games: An in-depth analysis. Lulu. 146

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Email: deanna.glass@speechpath.com

For more information: www.speechpathologygroup.com

THANK YOU!

SPG COMMUNITY

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