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Implementing Effective Behavior Plans Using Behavioral Scripts

Kelly Dunlap, STatewide Autism Resources & Training (START)

Stephanie Dyer, Michigan’s Integrated Behavior & Learning Support Initiative (MIBLSI)

Full Module Training Agenda• Review of PBIS

• Review of Behavior Science

• Essentials of FBA

• Behavior Plan Development using FBA Data

• Significant Behavior & Response Scripts

• Evaluation of Effectiveness

Herding Cats

High Quality PBIS Plan

1. PREVENTchallenging behavior from occurring in the

first place….

Antecedent-Based Interventions

Environmental Supports

Curricular Modifications

Peer Mediated Interventions

2. TEACHsystems and new /

replacement behaviors using effective teaching

techniques

Coping Strategies

Social Skills

Self-Management

Learning Skills

3. RESPOND in ways that:

a. Reinforce new (replacement) behaviors

b. Do not reinforce challenging behavior;;

c. Prevent further escalation

Adult Scripts

What are some problems with development & implementation of current behavior

plans?

ActivityIndividually review the Critical Features of FBA/BIP Handout• Put a + by those items that you typically include or see in behavior plans in your district• Put a – by those items that are not routinely included in behavior plans in your district

Share out at your table (judgment-free zone!)• Are there themes or commonalities• Which items?

FBA/BIP within a problem-solving framework has been established as an

effective process for supporting individualized student needs

(Cook et al., 2012;; Filter & Horner, 2009;; Ingram, Lewis-Palmer, & Sugai, 2005;; Newcomer & Lewis, 2004)

Unfortunately, the FBA/BIP process is often of poor quality and compliance

driven (e.g., IDEIA, 2004) (Blood & Neel, 2007;; Conroy et al., 2002;; Cook, et al., 2007;; Van Acker et al., 2005)

11



first place….


Visual Schedules / Supports

Functional Communication Systems




techniques

Reinforcement / Differential

Reinforcement

Prompting

Discrete Trial Training





Adult Scripts

Antecedent StrategiesSpecific attention to

PREVENT problem behaviors

Considerations:• Are there times of day when problem behavior is very unlikely to occur?

• Are there specific activities when problem behavior is very likely to occur?

• Are there specific activities in which problem behavior is very unlikely to occur?

Which one will more likely be consistently implemented?

BIP Antecedent (Prevention) Strategies

Provide Don choices of where to sit

Provide choices: The teacher will provide Don with a choice immediately after assigning him independent work in class. Choice options are: (a) materials to use of assignment;; (b) where to sit;; (c) who to do the assignment with

Steps for Provide Choices:1. Immediately after giving the class the independent math

assignment, go over to Don and present him with a choice option2. When presenting him with a choice, say, “Don, where do you want

to sit? X or X?3. After Don makes his choice, say, “Thanks for making a great

choice,” and release him to his choice

BIP Antecedent (Prevention) Strategies

Iovannone, PBIS Forum 2015

ActivityWith a partner:• Pick one of the behavior plans on your table• Look at the Antecedent (Prevention) Strategies section• Is there attention to preventing the problem behavior?• Is there sufficient detail scripted out for a teacher or staff member to easily implement consistently?•What might you do to change it to maximize implementation?



first place….







techniques


Reinforcement

Prompting






Adult Scripts

Teaching StrategiesIdentification of functionally equivalent

replacement behavior

Considerations:• Does the problem behavior seem to be exhibited in order to:-Gain attention from peers? -Gain attention from adults?-Obtain items or specific activities?-Avoid a transition?-Avoid a non-preferred (difficult, boring) task-Avoid a non-preferred classmate or adult?

Other considerations…•What pivotal skills are missing?•What skill deficiency does the student exhibit that is related to behavior challenges? •What is the “can’t do?”

What skills do we need to teach?oCan complete task or routine without adult prompt beyond initial direction

oCan participate in a group discussion in which student does not agree with viewpoint

oAsking for help

Which one will more likely be consistently implemented?

BIP Teaching StrategiesTeach Jeff to remain engaged on a writing assignment

Engagement is defined as: working on a task without wandering around the room, talking to others, or sharpening pencil more than one timeSteps:1. Divide Jeff’s writing task into 3 major sections—starter, details,

conclusion2. Tell Jeff that for each section completed, he earns a “dot” that he

should place in the envelope hanging on the side of his desk3. Inform him that he can use the dots later to get out of work4. Review his self-management checklist/dot total sheet with Jeff5. Review each section of the writing assignment (step 1), his goal

(time for completion), and academic engaged behaviors6. Every Monday morning, a weekly goal should be discussed and

set collaboratively with Jeff

BIP Teaching Strategies

Iovannone,, PBIS Forum 2015

ActivityWith a partner:• Return to your behavior plan• Look at the Teaching Strategies section• Are there specific skills/behaviors identified to be taught? What are they?• Is there sufficient detail scripted out for a teacher or staff member to easily implement consistently?• If taught, does it appear that these skills would have the potential of reducing behavior?• Share out your responses to your plan with your table group



first place….







techniques


Reinforcement

Prompting






Adult Scripts

Response StrategiesWhat is maintaining problem behavior and what responses

will strengthen replacement behavior?Considerations:• What responses typically occur after the student engages in problem behavior?• Does the student enjoy praise from staff?• Does the student enjoy praise from some staff more than others?• What is the likelihood of the student’s appropriate behavior resulting in acknowledgement or praise from staff?• What is the likelihood of the student’s problem behavior resulting in acknowledgement (attention) from staff?• What school-related items and activities are most enjoyable to the student? What items or activities serve as special rewards?

Which one will more likely be consistently implemented?BIP Response/Reinforcement Strategies

Reinforce replacement behavior: Mike saying“I need to calm down” instead of screaming

Steps:1. As soon as Mike begins to show signs of screaming, the adult will

immediately prompt Mike to say, “I need to calm down” by presenting the communication device and saying, “What do you need?”

2. If necessary, provide physical or partial physical prompting to have Mike say what he needs

3. Immediately after Mike says, “I need to calm down,” present the choice board and ask him, “What do you want to do?”

4. Provide positive praise for Mike saying what he needs, “Thank you for telling me what you need.”

5. Allow him to engage in his choice for 2 minutes

BIP Response/Reinforcement Strategies


ActivityWith a partner:•Refer back to your behavior plan•Look at the Response Strategies section• Is there sufficient detail scripted out for a teacher or staff member to easily implement consistently?•Would you support this section as written?

YES NO WHY?

What do you see as benefits of Behavior Scripts???

Behavior Scripts• Non-verbal (paraverbals)• Non-emotional• Non-punitive• Respect dignity• Teaching component• Levels with increasing support• Understanding of stages and strategies in behavioral escalation

Simple Script

What do we know about behavioral escalation?

•We know the course it takes•We know the behaviors that students engage in during that course•We know what the appropriate adult responses should be

The Process of Escalation

THE RAGE CYCLE – Brenda Smith Myles

7 Phases of Acting-Out BehaviorGeoff Colvin (Sprick & Garrison)

Kari Dunn Buron & Mitzi Curtis (Incredible 5 Point Scale)

Incredible 5-Point ScaleLevel of Escalation What the Student Says and Does

5—Aggression Physical aggression toward self/others

4—Anger Verbal aggression, including threats of physicalharm

3—Agitation Noticeable increase or change in behavior

2—Anxiety Slight change in behavior

1—Green Appropriate behavior and following expectations

Adapted from Kari Dunn Buron & Mitzi Curtis

Script using a ScaleLevel 1

EngagementLevel 2 Anxiety

Level 3 Agitation

Level 4 Anger

Level 5 Aggression

Level 6 Recovery

What the staff says and does

What the student says and does

Using a temperature gauge to organize the script guide

Develop Individual Script as a TEAM

Level 1: Engagement

Critical: Teachable Moments• Engagement is the #1 factor in learning – academic, social, behavioral, communication. Engagement time is known as “Teachable Moments.”• Considerable effort must be placed on preventing the occurrence of meltdowns so the student is available for engagement.• Teach by using tools and supports and by structuring the environment for success

Level 2: Anxiety (Houston)Antecedents / Setting Events that elicit behavioral responses.

Adults intervene to prevent further escalation.

• Considerations of Antecedent Variables and Functions: • Universal Supports• Environmental Influences• Level of Task Difficulty • Implementation of the PBIS Plan• Clarity of Expectations

• Choice within the Expectation (e.g. “It’s time to do math work, you can do the first half or the second half or “it’s time to work, you can work at your desk or at the work table.”)

• Break Option: • Offer an opportunity for a break (e.g. “take break or do math?”) • Break can be an quick activity such as a short walk down the hall or getting a drink of water

Level 3: AgitationBehaviors at this level are those that are unlikely to go

unnoticed and suggest increased emotional dysregulation and a higher likelihood of a full-blown escalation.

Examples• Noticeable Disruption• Pacing around the room• Active refusals• Blurt outs• Increased voice volume• Attempting to escape situation• Moving in and out of groups• Off task & on task cycle

Level 3: Agitation• PURPOSE: • Students are vulnerable -- potentially on the brink of a full escalation.

• Staff-initiated break to:• Interrupt the escalation• Protect the dignity of the student• Minimize disruption to the classroom. I

• Need detailed script – BREAK PROTOCOL• Considerations: Activity, time, return to schedule• Staff adheres to the specifics

• Ensure control of their own emotions and behavior• Prevent inadvertently further escalating the student.

ADULT BEHAVIORS:• Use solemn voice• Goal is to get student back to Level 1, NOT complete task

• Remain calm and follow the script

Taking Break Script

I need out of here I may proceed to:

J ed i Tr a in in g Ch a m b er s

Meditation Chamber

Conversation Salon Jedi Council

Level 4: Anger• Verbal aggression• Minor property damage• Does not include behaviors that indicate imminent danger to self or others (Level 5).

NOTE: Some students do not present with behaviors that can be differentiated between Levels 4 and 5. In this case, combine them into one level.

Examples• Screaming / yelling• Swearing• Breaking pencils• Tearing up work• Stomping feet• Threats to harm others

Level 4: Anger• PURPOSE: • Provide a safe environment for the student to de-escalate• Prevent behaviors that are a danger to self and others. • Student removed from the classroom to a safe place (non-punitive time away) or students in the classroom are removed to ensure safety for all.

• SCRIPT DEVELOPMENT: • Non-punitive time away protocol• Extensive detail to ensure staff knows what to say and do at all times. • Staff emotions will likely be intense and the potential for becoming a precipitating factor to the students’ continued or further escalation is extremely high

This level, often considered “crisis,” includes behaviors that pose an imminent danger to self and others

PURPOSE: The purpose of this level is exclusively to provide a safe environment until the student de-escalates.

SCRIPT DEVELOPMENT:If restrictive procedures (e.g. seclusion or restraint) are needed, it is critical the script align to the procedures set forth by MDE for the Emergency Use of Seclusion & Restraint (http://michigan.gov/documents/mde/StandardsforSeclusion-Restraint_247533_7.pdf.).

Should a pattern of behavior occur that requires seclusion or restraint, the team must develop an Emergency Intervention Plan (EIP) as outlined MDE for the Emergency Use of Seclusion & Restraint (http://michigan.gov/documents/mde/StandardsforSeclusion-Restraint_247533_7.pdf.).

Level 5: Aggression (Crisis)

Level 6: RecoveryThis level is most often needed for students who engaged in

Level 4 or 5 behaviors.

Because de-escalation is a PROCESS of incrementally reducing the intensity of the behavior, behaviors may vacillate between Level 1 and Level 4 during this time.

Level 1 behaviors indicate readiness to return to schedule.

Examples• Quiet / Withdrawal• Crying• Sleeping• Confusion• Denial / Blaming others

• Responsiveness to instructions

Caution Adult behaviors that can re-escalate student

• Raising voice or yelling• Making assumptions• Saying “I’m the boss here”• Pleading or bribing• Insisting on having the last word• Using sarcasm• Holding a grudge• Bringing up unrelated events• Using tense body language• Throwing a temper tantrum

• Mimicking the child• Using unwarranted physical force• Having a double standard: “Do what I say, not what I do.”• Commanding, demanding, dominating• Using degrading, insulting, humiliating or embarrassing putdowns• Drawing unrelated persons into the conflict• Talking, talking, talking!

SCRIPT EXAMPLES

Carl’s Scripts: Stage 1Stage 2Stage 3Stage 4

Is the script a behavior plan?

üAntecedent Strategies (Level 1 list)

üTeaching Plan (Level 1 list)• What skill(s)• Where / when skill(s) will be taught• How to teach it

üResponse Plan (Script for Levels 2-6)

How do you know if the script and plan are working?

I THINK…I FEEL… vs DATA

Student Outcome

Implementation Fidelity

Two Types of Measures

Are we doing what we said we would do?

Is what we’re doing

working?

Fidelity Data


Fidelity Data: Teaching Skill

ISIS-SWIS

Don’t let the barriers paralyze you…

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