ADDRESSING BEHAVIOR IMPROVEMENT AS A WAY
TO IMPROVE READING
HOW BEHAVIOR IMPACTS THE LEARNING PROCESS
Sarah Crawley, Ed.DJanice Hooker-Fortman, EdD
THE CHALLENGE OF GROWING UP
Every 8 seconds of the school day, a child drops out. Every 26 seconds a day, a child runs away from home. Every 67 seconds, a teenager has a baby. Every day 1206 teenagers have abortions Every 7 minutes, a child is arrested for a drug offense. Every 30 minutes a child is arrested for drunk driving. Every 36 minutes, a child is killed. Every day, 6 teenagers commit suicide. Every day, 3989 children see their parents divorced.
Children’s Defense Funds, “Children__________________A Report Card, Briefing Book and Action Primer,” ___________
The Challenge of Growing Up
Every day 7000 children drop out of school day. As many as eight out of 10 incarcerated juveniles suffer from learning
disabilities. 1.7 million children run away from home each year 820,000 children become pregnant each year, 66% will not complete
high school. 200,000 children get abortions each year In a 5 year period, 1.9 million youths were arrested for drug offenses Suicide is the 4th leading cause of death for children ages
10-14
The Challenge of Growing Up
Problem behavior is the single most common reason why students with disabilities are removed from regular schools, work and home settings. (Reichle)
Three years after leaving school, 70% of youth viewed as behavior problems in school get arrested.
(U.S Department of Education)
POINTS TO PONDER…A NATIONAL DILEMMA
Temper Tantrums Aggression
Social Skills Problems Poor Play Skills
Hyperactivity
CHALLENGING BEHAVIORS
Behavior is observable and measurable, whether it is raising a hand or getting out of a seat, behavior serves some "function" or the other.
Behavior
Thinking Feeling Behavior Goal
Attention Teacher smart kids
IrritatedWorriedannoyed
Make funny noises
Undue attention(keep busy with me)
Power AngryMadChallenged
Power to be boss
Revenge HurtUpsetSaddisappointed
Revenge to get even
Avoidance Hopelesshelpless
Give up and be left alone
4functions of behavior-regular ed.
To obtain something. a preferred item or activity.
Escape or avoidance. to escape from a setting or activity that he or she doesn't want.
To get attention. From adults, parents, or peers.
To communicate. True with disabilities that limit ability to communicate.
Self Stimulation. behavior provides reinforcement.
Control or Power. Some of our students feel particularly powerless and a problem behavior may give them a sense of power or control.
6 functions for Special Ed students
An approach to modifying behavior that seeks to find the "function" of an inappropriate behavior in order to find a replacement behavior to replace it. Every behavior serves some function, and provides a consequence (reinforcement) for the behavior.
Applied Behavior Analysis…
Step 1. Identify the context and the predictable behavior
(where and when the misbehavior occurs); Step 2. Specify expected behavior (what we want instead); Step 3. Systematically modify the context (e.g., changes in
instruction, tasks, schedules, seating arrangements); Step 4. Conduct behavior rehearsals (have students practice
the appropriate behavior); Step 5. Provide strong reinforcement such as frequent and
immediate teacher praise; Step 6. Prompt expected behaviors; and Step 7. Monitor the plan (collect data on student performance).
7 Major Steps for Correction…
Defining Misbehavior By How It Looks
calling out, hitting, getting out of seat
Mistake # 1
Ask: "What was the function of this misbehavior?“
"What did the student gain from the misbehavior?“
All misbehaviors serve a purpose, otherwise they would not occur.
Off task to get our attention
Instead: Define by function…
Sensory Integration 16% ADHD 10% Other Health Impaired 2.2% Speech and Language Impaired 20.5% Specific Learning Disabilities 20% Hard of Hearing 1.3% Intellectual Disabilities 11.6% Emotional Behavior Disorders 8.6%
90.2% of your classroom
Likely Typical Classroom…
This is based on a classroom of 25 students and data from the most current sources:
Center for Disease Control, (2014).
90.2% Your Classroom…
CHALLENGING BEHAVIOR
MAINTAIN OR PERCEPTIONS OF INCREASE NONCOMPLIANCECHALLENGING BEHAVIOR
LOOK TO CONTROL OR PUNISH
STUDENT’S NEEDS REMAINUNADDRESSED DESIGN INTERVENTION TO HAVE POWER OVER THE STUDENT
TRADITIONAL APPROACH TO “MANAGING CHALLENGING
BEHAVIORS
“Use a process for gathering information to understand the function or purpose of a behavior in order to develop an effective intervention plan.”
TOOL…
Problem Identification Is there a problem? What is it?
Problem AnalysisWhy is it happening?
Plan DevelopmentWhat shall we do about it?
Plan EvaluationDid our plan work?
PROBLEM SOLVING METHODOLOGY
THE COMPETING BEHAVIOR ANALYSIS
SLOW FAST PROBLEM MAINTAINING
TRIGGERS TRIGGERS BEHAVIOR CONSEQUENCES
SLOW TRIGGERS
SLOW TRIGGERS
Medical ConditionsMedication
DietSleep Patterns
Home EnvironmentStaff Patterns and Relationships
Adult Expectations
SETTINGEVENTS
ANTECEDENTSINFLUENCES ON BEHAVIOR
Setting events are anything that happened in the near distant past. These are very hard for classroom teachers to grasp because they are invisible. Take this scenario for example:
Setting Events
A child oversleeps a bit and is running late in the morning. They have autism and routines are important. Their favorite cereal bowl is dirty and they have to eat out of a non-preferred cereal bowl. They put their jeans on and they don’t fit quite right for some reason today and they can’t find their belt to keep these pants feeling proper. The seam on their sock is crooked and they cannot get the seam just right in their shoe. They get in a small argument with their parent as they get out of the car that morning (Mom overslept too). The child goes in and the first activity of the day is a new math concept that just doesn’t make sense. The student wads up the math paper and begins to cry. The teacher will think this is a math problem, when in reality it was the culminating effect of all the setting events erupting into one meltdown because it just all seemed to overwhelming to the child.
Scenario…
Irritation someone blew up near him
student calling them a name
Dropping papers on floor
A fight with someone
Routines gone awry
Loud noises
Smells Infections Lack of sleep
Not being able to find something
Irritating noises
Person on bus talkative
Running late
A wreck cause bus to be delayed
Forgetting something
Barometric pressure change
Full moon Excitement over an upcoming event
Anxiety over an upcoming event
Autistic Child-setting events
IMMEDIATE ANTECEDENTS
FASTTRIGGERS
IMMEDIATE SPECIFIC SITUATIONS THAT PREDICT THE BEHAVIOR:
MAKE IT LIKELY VS. UNLIKELY
INSTRUCTIONAL MATCHTASK DIFFICULTY
DIRECT INSTRUCTIONPEER PROVOCATION
IMMEDIATE ANTECEDENTSIMMEDIATE INFLUENCES ON BEHAVIOR
Instructional Match
Student Understanding of Goals and Expectations
Classroom Management
Clarity/Precision of Instructional Procedures
Instructional Support
Student Responding Opportunities
Frequent Progress Monitoring and Student Evaluation
Positive School Environment
INTERVENTIONSINCREASE ANTECEDENTS
CONSEQUENCESTHORNDIKE’S LAW OF EFFECT
If the event that occurs after the behavior is something a person will work to avoid, the occurrence of the event will likely decrease the occurrence of the behavior.
If the event that follows the behavior is something that a person will work to gain, the occurrence of the event after the behavior will end to increase the occurrence of the behavior.
If no meaningful event follows a behavior, the behavior will tend to decrease in frequency.
TEACH APPROPRIATE BEHAVIOR
You want to reward the student for the behavior that you want to see, rather than punishing the behavior you do not want to see.
Research has proven conclusively that punishment doesn't work: it makes a behavior disappear temporarily, but the minute the punisher leaves, the behavior will reappear.
What to do…
Change antecedents Increase positive antecedents Decrease negative antecedents
Change consequences Decrease undesirable reinforcement
Increase desired reinforcement Avoid punishment
Teach competing behaviors
INTERVENTIONS
Keep it short and sweet Don’t expect too much too soon
Be clear about what is not acceptable Establish good communication now
Look for the cause Set your child up for good behavior
Tailor discipline to the age of your child
Intervention Tips
MEASURING THE EFFECT
Just as you assess and measure a student’s response to academic intervention through progress
monitoring, it is important to assess and measure the student’s response to
the intervention through progress monitoring.
DATA BASED DECISION MAKING THROUGH PROGRESS
MONITORING
COMMUNICATE, COMMUNICATE, COMMUNICATE
Parent Power
#1 Important tool for parents…
Build Vocabulary Dynamic Sandwich
Dynamic Sandwich Technique
Ingredients 7 slices of bread = words you know 3 slices of meat = words you don’t know How To Make The Sandwich 3 slices of bread = words you know 1 slice of meat = word you don’t know 2 slices of bread = words you know 1 slice of meat = word you don’t know 2 slices of bread = words you know 1 slice of meat = word you don’t know How To Play The Game
Write all ten words on 3x5 index card using the “Sandwich Technique.”
Say all ten words as the child repeats the words. Then the child says the ten words alone. Say the word for child/child gives a sentence. Child says all ten words.
At the end of the session, assess student’s performance by asking what three words he or she has learned. When a student a student reads a word correctly on two consecutive days, make it a “known” and remove one of the previous “known” words to keep the number of words per session to 10.
Keep record of all discarded “unknown” words that became “known.”
Top Secrets to Learning to Read…
1. Hearing2. Sounds3. Memory
3 Secrets to learning to reading…
The important bit is to teach the children what to do with them. How to blend them together for reading and how to listen for them in a word to spell it. Start simply with CVC words [consonant vowel consonant words, such as cat, hat, hop] and gradually introduce longer and more complex words."
Letter sounds…Phonics
Vocabulary is the Door to Success.
F-f-f-f-f-f-u-u-u-u-u-u-u-n-n-n-n-n
Teach 10 minutes a day…Phonics
Dyslexics think in pictures…not words:
Putting a few simple strategies into action will make a significant difference in helping children develop into good readers!!!
Assessment drives interventions
Antecedent interventions
Preferences for interventions
Parent Power
Reading Strategies
Summary
Janice Hooker-Fortman, Ed.D J H Fortman & Associates
Phone: 877-66-SPEAKS
Speakersforalloccasions.com Drjanicespeaks.com
Contact Information