apbs 11 · brenna k. wood lehigh university ... tarf-r grandmother ... [email protected] ....
TRANSCRIPT
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Effective PBS Strategies for Reducing Challenging Behavior in
Early Childhood Settings
Brenna K. Wood Lehigh University
Thank You!! APBS
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Early Childhood: The Pyramid Model
Center on the Social and Emotional Foundations for Early Learning
http://www.vanderbilt.edu/csefel/index.html
Technical Assistant Center on Social Emotional Intervention
http://www.challengingbehavior.org
Dunlap and Colleagues (2006) Dunlap, G., Strain, P. S., Fox, L., Carta, J. J., Conroy, M., Smith,
B., et al. (2006). Prevention and intervention with young children’s challenging behavior: Perspectives regarding current knowledge. Behavioral Disorders, 32, 29-45.
5 Intervention Elements
#1 Interventions Based on a Functional Assessment
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#2 Multicomponent Intervention Implementation
#3 Teach a Replacement Behavior
#4 Adjustments Made to Activities and Social / Physical Environment
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#5 Family Involvement
Literature Review (Wood, Blair, & Ferro, 2009)
35 articles, 1990-2007
Variety of: FBA procedures Interventions
Participants & Settings Mark
3.9 years old Language delay
Center Activities Doug
4 years old Down syndrome
Circle Time Paul
4.9 years old Autism
Transitions/Centers
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Participants (continued)
Ms. Heather Mark’s Grandmother Ms. Tammy
Dependent Variables Disruptive Behavior
Disrupted typical classroom activities Participant and peers
On-Task Following directions Engaging in assigned task Remaining in assigned area
Part 1: Early Childhood Environmental Rating Scale-
Revised (Harms, Clifford, & Cryer, 2005)
4 scales (language-reasoning, program structure, interactions, parents & staff)
Pre & Post Intervention
Social Validity Treatment Acceptability Rating Profile-Revised (TARF-R, Reimers
& Wacker, 1988)
Pre & Post Intervention
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Part 1: Functional Assessment
Interviews Parents Teachers
Direct Observations Variety activities/
routines
Function Matrix Umbreit et al., 2007
Positive Reinforcement
(Get Something)
Negative Reinforcement
(Avoid Something)
Attention
Tangibles/Activities
Sensory
Mark Positive
Reinforcement (Get Something)
Negative Reinforcement
(Avoid Something)
Attention
Tangibles/Activities
Sensory
• Teacher interview • Grandmother interview • 25 occasions
• Teacher interview • Grandmother interview • 15 occasions
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Doug
Positive Reinforcement
(Get Something)
Negative Reinforcement
(Avoid Something)
Attention
Tangibles/Activities
Sensory
• Teacher interview • Parent interview • 15 occasions
Paul
Positive Reinforcement
(Get Something)
Negative Reinforcement
(Avoid Something)
Attention
Tangibles/Activities
Sensory
• Teacher interview • Parent interview • 10 occasions
Part 2: Key Questions Can the student
perform the replacement behavior?
Do antecedent conditions represent effective practice?
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Part 2: Decision Model (Umbreit et al., 2007)
Function-Based Intervention Multicomponent Interventions
Changes made to the environment Replacement behavior Challenging behavior
Method 2: Mark’s Intervention Elements
Adjustments made: Add Center Activity page Preferred activity Task sheet
Replacement behavior: Praised for on-task Access to reading area
If disruption occurred: Briefly redirect Maintain task demand
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Method 2: Doug’s Intervention Elements Adjustments made:
Circle time expectations Seating arrangement Engaging activities
Replacement behavior: Praised for on-task
If disruption occurred: Briefly redirect
Visuals
Methods 1 & 2: Paul’s Intervention Elements
Adjustments made: Visual schedule Choice / Visuals Reminders
Replacement behavior: Taught replacement
behaviors Praised for on-task
If disruption occurred: Briefly remind
Part 3: Intervention Implementation
Multiple-baseline design across children Whole interval (20-s) during 10-min.
sessions On-Task Behavior Treatment Integrity
IOA On-Task Behavior Treatment Integrity ECERS
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ECERS Ms. Heather’s
classroom Increases in score by
2 to 4 points: 4 subscales
Ms. Tammy’s classroom
Increases in score by 2 to 5 points: 4 subscales
Improvements Ms. Heather’s Room
Encouraging children to communicate
General supervision of children
Interactions among children
Group time
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Improvements Ms. Tammy’s Room
Staff-child interactions General supervision of
children Schedule Provisions for children
with disabilities
Dunlap et al., 2006 5 Intervention elements:
Use FBA to design an intervention Teach a replacement skill Adjust antecedent conditions Implement in a variety of natural settings
over-time Involve family in development and
implementation
Social Validity TARF-R
Grandmother
Ms. Heather
Ms. Tammy Doug
Paul
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Future Directions
Research to Practice Assess Implementation Training Response generalization Effective Practice
Pyramid Model
References Dunlap, G., Strain, P. S., Fox, J., Carta, J. J., Conroy, M., Smith, B. J. et al. (2006).
Prevention and intervention with young children behavior: Perspective regarding current knowledge. Behavior Disorders, 32, 29-45.
Gilliam, W. S. (2005). Prekindergarteners left behind: Expulsion rates in state prekindergarten systems. Retrieved January 4, 2008 from http://www.fcd-us.org/resources/resources_show.htm?doc_id=464280.
Umbreit, J., Ferro, J. B., Liaupsin, C. J. & Lane, L. L. (2007). Functional behavioral assessment and function-based intervention: An effective, practical approach. Upper Saddle River, NJ: Prentice-Hall.
Wood. B. K., Blair, K. C., & Ferro J. B. (2009). Young children and problem behaviors: A review of the functional assessment research. Topics in Early Childhood Special Education, 29, 68-78.
Wood, B. K., Ferro, J. B., Umbreit, J., & Liaupsin, C. J. (2011). Addressing the challenging behavior of young children through systematic function-based intervention. Topics in Early Childhood Special Education, 30(4), 221-232.
**Center on the Social and Emotional Foundations for Early Learning (CSEFEL) at http://www.vanderbilt.edu/csefel/index.html
**Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) at www.challengingbehavior.org
Contact Information Brenna K. Wood [email protected]