ASAP Support Team MeetingAugust 27th, 2014

ASC

Netherland Rm

First things first....

The SST/IEP team develops a Behavior Intervention Plan (BIP). The special education teacher and/or school psychologist can assist with this process.

SST/IEP team needs to implement BIP procedures for a designated period of time before considering a change of placement- remember, our goal is to keep children in their home school, whenever possible.

Before a student is ever placed in an ASAP program they would have a Functional Behavior Assessment and a Behavior Intervention Plan completed and in place, with data collected over a reasonable period of time to document the student’s failure to make adequate progress under the BIP.

Cont:

ASAP teachers can be called to schools early in the process to assist with designing interventions so that students can be successful at their home school. The Special Education Department Chairperson would know who to contact for support.

SST/IEP teams conducts follow-up meetings to review behavior tracking data, make changes to the BIP as needed, and make a referral for a comprehensive evaluation as indicated or if the student is already eligible an IEP team can meet to make palcement decisions.

cont:

ASAP programs are geared toward students with average or near average intellectual functioning, however there are always exceptions based on how the student presents. Teaching methods mirror those used in general education settings, with academic instruction geared toward grade level curriculum standards, though with smaller pupil-teacher ratios and increased levels of support.

When students are initially placed in the ASAP program they should be totally self-contained. As students begin experiencing behavioral and academic success, based on data/evidence, the process of including students with support can be initiated.

Present Level of Performance

• What overall classroom/behavior management system is in place in your classroom? Level system, token economy

• What are the understandings regarding program purpose and transition planning of students, parents, general education teachers, administrators, etc.?

• How do we monitor progress? How do we know when students are ready to be included?

• What instructional supports are in place to help students develop social and emotional skills necessary to be successful in the general education setting (and in life)?

• How do you go about understanding the unique needs of your student’s behaviors and their ability to work through their behavior intervention plan?

Essential Components of the ASAP Classroom

Classroom Structure- Physical arrangment of the classroom, rules clearly posted, schedules, clear procedures and routines, basic TIER I classroom management components

Explicit social emotional skills training program- i.e., Second Step, I Can Problem Solve, Competent Kids- Caring Communities, etc.

Following individualized Behavior Intervention Plan

Method to collect data and monitor progress

Transition plan

The Behavioral Intervention Plan

An action plan for adults Describes how adults will:

Proactively support and teach general positive behaviors

Change the environment to better support the student

Teach functionally equivalent replacement behavior

Skillfully react to problem behavior

Behaviors of Concern = Target BehaviorPrioritize – Assess overall importance of the behavior for school success

Ambiguous Language- Characteristics, Adjectives Aggressive

Defiant

Disruptive

Hyperactive

Objective, Observable Language - Verbs Initiates physical attack on peer or

adult

Makes verbal threats to harm peer/adult

Leaves seat without permission

Destroys work/instructional materials

Calls out with non-instructional comments

Throws objects

Screams at high volume

THE A-B-C Model

Current Predictors/Triggers = Antecedents WHEN does this tend to

happen?

WHERE does this tend to happen?

(Situations in which the behavior is likely to occur: people, time, place, subject, etc.)

Outcome for Student = Consequences Obtains teacher attention

Obtains peer attention

Gets power/control in interaction with peer

Escapes difficult task

Escapes situation

Escapes interaction

Fulfillment of physical need, e.g., sleep

Perceived Purpose or Function“Best Guess”

Get/Obtain Peer Attention

Adult Attention

Desired Activity

Desired Object

Sensory Stimulation

Escape/Avoid Difficult Task

Boring Task

Non-Preferred Activity

Physical Demand

Person

Environmental/Curricular Strategies and Modifications- Changes in time/space/materials/interactions to remove likelihood of behavior

Scheduling - More/less time on task, Break after ___ minutes of work, Signals to warn of coming transition

Physical setting - Preferential seating in large group, Different work areas will be clearly identified, Different work spaces for different tasks, Study carrels provided to avoid distractions

Instructional strategies, curriculum, activities – Hands-on learning or manipulatives will be increased; Visual schedule provided on student’s desk; Provide pictures for use in communicating needs and wants; Increase amount of personal assistance; Adapt skill level of task

Interactions - Cue the student to use previously taught coping strategies when changes to routine create anxiety; Model positive self-talk language and teach a calming count down, 10 to 1, to aid relaxation; Verbally praise student’s use of “time away” and give “walking away” praise and points; Teach peers to provide a specific interaction; Provide more reassurance before the lesson, e.g., “Remember to tell me if you want help.”

Positive Behavior to be Taught – Functionally Equivalent Replacement Behavior

All behavior, whether desirable or undesirable to those around the person,

generally serves one of two functions for the individual:

1) Get Something—e.g., an object; attention from peers or adults; an

activity, self-stimulation, money, desirable comments from peers

2) Reject Something—Avoid, Escape or Protest Something Undesired—

e.g., escape an assigned task the student states is “too long, too hard,

too boring, not meaningful, or too easy and I don’t want others to see me

doing this,” to protest negative peer comments or interactions, to protest

an adult’s public comment on the student’s low skills.

Positive Behaviors to be Taught

Swears at teacher: protesting a lack of attention

Fights: protesting not getting his way during a recess game

Screams: protesting an unexpected activity

Runs from room-escaping hard work

Gains sustained positive peer attention for assaultive behavior

Loud verbal requests for alternate activity, to get a choice of which activity to perform

Verbally state a desire for attention from the teacher

Use protest language taught in verbal conflict resolution training

Use the printed schedule to protest and then negotiate about an upcoming unexpected activity

Go to time away/break center

Gain sustained positive peer attention for prosocial behavior

Express desired activity through demonstrating task order using picture cards

Teaching Strategies/Curriculum/Materials

Evidence Based Interventions for not only reading, writing and math but also social-emotional development and behavior

HANDOUTS

Reinforcement Procedures Physical: High-five/low-five, pat-on-the-back, or hand shake coupled with adult

smiling at the student, delivered immediately following each task completed.

Verbal: Use specific praise, e.g. “I bet you are proud of this work!” “You Made a Good Choice! You worked very carefully on that assignment”; Teachers and aides will recognize (praise) the student’s strengths and talents in front of peers; Employ a peer-recognition system where peers praise progress

Activity Access: Desired activities contingently available following the completion of less preferred activities, e.g., time on the computer; free time; listening to music; sitting at teacher’s desk; first to leave at break time; headphones for five minutes.

Tangibles: Positive phone calls or notes or certificates sent home; small toys.

Tokens and points: Design a system to frequently recognize student for using positive behavior through delivery of a symbol standing for progress toward accessing desired outcomes: activities, tangibles, privileges and other reinforcers.

Privileges: Passes or immediate verbal permission to: exempt an assignment; get an extra point on the quiz of your choice; permission to sit where you want for one period.

Reactive Strategies (Response to Problem Behavior)

Redirect to task with additional supports

Prompting the student to switch to the Positive Replacement Behavior that has been taught

Managing the problem behavior safely

Be directive—Use a gentle/firm “Stop/No” command”; consider presenting a structured choice

Maintain the safety of peers and student, removing the audience or the student if appropriate

Utilize authorized, approved procedures if student is a physical danger to self or others

Contact law enforcement if behavior is a serious danger to self/others

Debriefing and/or additional practice of the replacement behavior after the problem is over

Consequences or punishment may or may not be required or desired by the team

Monitoring Progress

Consider 3 Types of Goals

1. Increasing the general positive behavior expected of all students

2. Decreasing or eliminating the specific problem behavior

3. Replacing problem behavior with a more socially acceptable replacement behavior

Monitoring Progress

1. How often will data be collected?

2. In what context(s) will data be collected?

3. At what times will data be collected?

4. Who will collect the data?

5. When and how will the data be entered to allow for evaluation?

Data Collection Methods

SystematicDirect

Observation

Direct Behavior

Rating (DBR)

Systematic Direct Observation

Behavior can be measured in terms of the following: Frequency – Number of times behavior occurs Rate – Number of times in occurs within a given

period (e.g., 10 times per hour) Duration – Amount of time the behavior lasts Latency – Temporal relation of behavior to other

events (e.g., time to respond) Intensity – The magnitude or strength of the

behavior

Direct Behavior Rating - www.directbehaviorrating.org

The premise of DBR is that teachers can reliably and accurately rate student behavior on a continuum following some specified period of time.

Roles and Responsibilities of Instructional Assistant

Click to add text

Review ASAP Document-