1 thinking functionally about problem behavior: prevention strategies for creating positive...

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Thinking Functionally About Problem Behavior: Prevention

Strategies for Creating Positive Classroom

EnvironmentsRob O’Neill, PhD, BCBA-DLeanne S. Hawken, PhD

Dept. of Special Education, Univ. of Utahrob.oneill@utah.edu

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Overview

Components of a successful classroom How to think functionally about behavior Antecedent, Behavior, & Consequences Antecedent Interventions Behavior management traps

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Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

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Components of a Successful Classroom (See Handout)

Are the classroom rules/expectations posted (3 – 5 rules, positively stated)?

Have the rules/expectations been systematically taught and reviewed?

Are positive consequences/rewards to acknowledge following classroom expectations posted and consistently implemented?

Are negative consequences/punishments to address students who are not following classroom expectations posted and consistently implemented?

Is a daily class schedule posted large enough for all students to see?

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Components of a Successful Classroom (See Handout)

Do you implement at least a 4:1 ratio of positive to negative consequences for academic and behavioral responses?

Have classroom routines been established and systematically taught (e.g., procedures to go to the bathroom, get help from the teacher)?

Are transitions between activities structured Is unstructured time kept to a minimum? Is the academic material presented at the students’

instructional level? How do you know? Are you monitoring the students’ academic and behavioral

performance by circulating among students?

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Common Behavior Management Traps

1) “Passionate” Discipline Trap

2) Too General Trap

3) Cure-All Trap

4) Preaching/Moralizing Trap

5) Questioning Trap (vs. requests)

6) Negative Criticism Trap

7) “I Must Win Them Over” Trap

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Explanations of Human Behavior

Biophysical Explanations Genetic and hereditary effects Biochemical explanations Brain damage

Developmental Explanations Psychoanalytic Theory Stage Theory of Cognitive Development

Behavioral Explanations Obtain pleasant/desirable consequences &

avoid/escape unpleasant consequences

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Focus on what we can change We cannot prescribe medication

We cannot change the students previous experiences

We often cannot change the parenting practices in the home

Some venting is good, but too often it takes over leading to less productive meetings, instruction & supports for students

There is a LOT we can do in the classroom to Change student problem behavior

This starts with student learning……

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How to Use Behavioral Explanation to Determine Why Students Are Acting Out

Functional Behavioral Assessment DefinedExamining the environment to determine the

function problem behavior serves or- What does the student get out of continuing to

engage in the problem behavior?Two main reasons students act out

Obtain something desirable Avoid something unpleasant

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The ABC’s of Behavior:

Understanding the function of behavior is the first step in changing the behavior.

Understanding comes from repeated observation of:

A – Antecedent (stimulus before the behavior)

B – Behavior (the observable and measurable act)

C – Consequence (what occurred after the act to maintain or increase frequency)

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ABC’s of Understanding Behavior

Understanding the function of behavior is the first step in changing the behavior.

Understanding comes from repeated observation of:

What happens before (A or antecedent) the behavior

occurs?

What is the behavior (B)?

What happens after (C or consequence) the behavior

occurs?

A B C

Behavioral FunctionObtain Desirable Events

Obtain Internal/Private Stimulation

Obtain External/Socially Mediated Stimuli

Attention Objects/Activities

*Smiles/hugs*Frowns/reprimands*Talking/interaction

*Preferred activity*Toys/food/games*Money?

*Daydreaming*Visual stimulation*Body movements*Endorphins?

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Behavioral FunctionAvoid/Escape Undesirable Events

Avoid/Escape Internal/ Private Events

Avoid/Escape External/ Socially Mediated Things/Events

Attention Tasks/Events

*Smiles/hugs*Frowns/reprimands*Talking/interaction

*Task demands*Difficult tasks*Changes in routine*Interruptions of desired activities

*Anxiety*Depression*Anger*Hunger*Fatigue*Illness*Medication effects

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Nonexamples of Problem Behavior Functions

Power Repressed Anger Paybacks Because they have ADHD (or some other

label)

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Case Study: Juan Fourth-grade general education classroom plus reading tutor

Over 5 discipline referrals resulting in in-school suspension in recent months

In-school suspension is held in the principal’s office with principal. He will complete his

work when sitting next to principal at her desk.

Referrals were usually the result of extremely disruptive behavior in the classroom

(e.g., hiding under desks, crying loudly, throwing papers and school supplies).

Disruptive behaviors occur at times when student is expected to work on his own

Difficulty staying on task, unless he receives frequent redirection or praise from the

teacher.

Recent assessments indicate work is not too difficult for him.

Consistently seeks and enjoys praise from any adult figure.

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Case Study: Juan

Antecedent Behavior ConsequenceIndividual work Tantrum Referral to

office

FunctionWhen Juan is expected to do individual seatwork, he attempts to gain attention by having a tantrum in class. This strategy works for him because he is sent to the principal’s office where he is required to have a one-to-one discussion with the principal.

Function = Adult attention

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Setting Events (SE)

Environmental events that have an indirect impact on problem behavior

MOMENTARILY changes the value of the reward or punishment

Either increase or decrease the likelihood that a behavior will occur

Can be removed in time or occur at the same time as the antecedent

Setting Events Antecedents Behavior Consequence

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Examples of Setting Events

Missing breakfast Crowding in the cafeteria Having a fight on the way to school Bad grade on a test Substitute teacher Forgetting to take allergy medication

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Nonexamples of Setting Events

Disability LabelsADHDEDAutism

Events that do not alter value or rewards/punishersHair color

A B CTeacher Student Teacher Request Throw pencil Repeats

Request

Teacher Student TeacherRepeats Tips Desk says “go Request Over to timeout”

“Go to Student Flips Student Time out” Teacher off sent to

office

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Angela, a 8th grade student, came to school very angry. Her parents had been having a heated argument, and they both turned their anger on Angela right before she left the house. Shortly after arriving in to school, Angela’s teacher told her that her shirt, which contained a sexually explicit slogan on the back, was in very poor taste and that she must go and change it immediately (this is a pattern - she has come to school on several occasions dressed inappropriately). Angela responded by yelling at the teacher and refusing to change the shirt. Her friends laughed and cheered Angela’s defiance. The teacher told Angela to go to the office.

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What are the following?

1. Setting Events

2. Antecedent?

3. Behavior?

4. Consequence?

5. Function?

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Case Study: Angela

Setting Events Arguing at home between parents and between

Angela and her parents

Setting Event Strategies? How to make behavior less likely to occur

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Case Study: Angela

Antecedent Verbal reprimand by the teacher concerning

the shirt

Antecedent Strategies?

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Case Study: Angela

Teaching/promoting positive skills and/or behaviors

What replacement behaviors to teach? Replacement Behs = Behaviors to be taught to

the student that serve the same function as the inappropriate behavior(s). Replacement behaviors provide the student with a socially appropriate means to meet their needs without having to resort to problem behaviors

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Case Study: Angela

Positive and reductive consequences What positive consequence will she get if

she engages in appropriate behavior? What negative consequence will be

applied if she engages in inappropriate behavior?

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Proactive/Antecedent Strategies

Things to Try to Prevent Problem Behavior

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Antecedent Interventions to Prevent Problem Behavior

Often helpful when you can’t give student what he or she is wants (i.e., attention, escape) and is using problem behavior to get (“You can’t always get what you want”, Rolling Stones, 19__?) Student tantrums because he does not like transitions

Cannot allow him to not be involved in transitions

Student screasm to get teacher/adult attention Cannot work one on one all the time with this student

A B C

Focus Here

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Reduce/eliminate antecedents/ predictors for behaviors?

Curricular VariablesWhat variables INCREASE likelihood of

problem behavior?1.2.3.4.

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Reinforcement-related strategies Premack Principle/Grandma’s Rule State the reward ahead of time What does student do in free time?

Use it as a reinforcer/reward

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Instructional/interactional strategies

Precorrection (reminder/ rehearsal) “Remember before we……. “What’s does “being respectful” look like in

assemblies? “Remember- what are you going to say if a student calls you a bad name”

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Offering choices

Lots of different opportunities

1) Math2) Spelling3) Job4) ???

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Immediate antecedent assistance

“Jumping in” before the problem occurs...

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Behavioral momentum High probability request =

Sudent is likely to comply, it is easy for the student “Put your name on your paper, get your books out,

Open books to page 126” Low probability request =

Student is NOT likely to comply, it is harder or student does not want to

“Devin, please read the first paragraph” Behavioral Momentum = Several HIGH

probability requests are followed by a LOW probability requests. Goal is to increase compliance

Hi-p Hi-p Hi-p Low-p

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Preferred Item as a Distractor

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Collaborative activity

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Developing tolerance for delay of desired outcome/reward

Tolerance to Delay“Almost done” cue (delay cue)Release (safety) signal

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Tolerance to Delay

Begin taskengagement

Almost done cue

Release signal

Time

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Big Ideas Always determine “why” a student is

engaging in problem before intervening. Intervene early - before the problem

behavior occursFocus on antecedent interventions

Review “Behavior Management Traps” often

If what you are doing is not working, change it!

Thanks for your time and attention!

rob.oneill@utah.edu

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