module 3: individual interventions - seisd.net ed... · •designing interventions –operational...

Texas Behavior Support Initiative: Module 3 1

Module 3: Individual Interventions


Module 3: Agenda

• Foundational Concepts

• Designing Interventions

– Operational Definitions

– Data Collection

– A-B-C Chain

– Functions of Behavior

• Specific Intervention

Strategies


Foundations

All behavior

is learned

Behavior

serves a

function

Environment

impacts

behavior

Skill

deficits

impact

behavior

Team

approach is

critical

Relationship

matters!


Foundations

All

behavior

is learned


Foundations

Behavior

serves a

function


Foundations

Environments

impact

behavior

Environment Behavior


Foundations

Skill deficits

impact

problem

behavior


Foundations

Team

approach

is critical


Foundations

Relationships

matter!


Operational Definition

Observable

Measurable


Operationalized Description

Vague Description

Operationalized

Description

Chad is lazy Chad completes

1/5 assignments



Vague Description

Operationalized

Description

Susan is mean Makes derogatory comments to

peers, such as “you’re stupid”



Vague Description

Operationalized

Description

Thomas doesn’t

care about school

Absent average of

2 days/week



Vague Description

Operationalized

Description

Manuel doesn’t play

nicely Grabs toys

out of peers’ hands


Data Collection

Frequency

Duration

Latency

Intensity

Baseline Intervention


ABCs of Behavior

Antecedent Behavior

Consequence


Identifying Antecedents

Antecedent Resulting Behavior

Academic tasks

Given task

Group work

Walking around room

Verbal refusal

Talking to peers


Identifying Antecedents

Antecedent Resulting Behavior

Independent work

Transitions

Unstructured

situations

Playing in desk

Loud verbalizations

Physical interactions

w/ peers


Consequences

• Student given time-out

• Teacher gives

praise/attention

• Peers laugh

• Has free time

• Teacher reprimands

student

• Teacher redirects student

• Student gets good grade

BEHAVIOR


Functions of Behavior

Internal External

Obtain

Escape/

Avoid

Rocking in chair

for soothing effect

Walk out of

class to avoid

embarrassment

Cussing to get

peer attention

Hitting teacher

to escape task


Functions for Most Problem

Behaviors: • Get peer attention

• Get adult attention

• Get reward or

tangible item

• Gain access to preferred activity

• Get sensory stimulation

• Escape or delay a difficult task or non-preferred activity

• Escape or avoid a demanding situation


ABCs of Behavior

Antecedent Behavior Consequence

Independent

work in

subject that

is difficult

Throws

paper and

yells

Sent to

office

(where

given no

attention)


ABCs of Behavior

Antecedent Behavior Consequence

Large

group

activity

Yells out

and

makes off-

subject

comments

Teacher

gives mild

reprimand;

peers laugh


How do I determine the

function of a behavior?

Talk to people who

know the student

Observe the student in

environments where behavior

most likely to occur

Talk to the student


Replacement Behavior

• Appropriate behavior to replace problem behavior

• Should serve the same function as the problem behavior

Problem Behavior

Replacement

Behavior


Reinforcers


Variables that Make

Reinforcers More Effective • Immediately

• Frequently

• Enthusiasm

• Eye contact

• Description of the

behavior

• Anticipation

• Variety


Components of a Good

Behavior Support Plan Strategies for:

• Increasing desired

behavior

• Changing the

antecedents

• Providing positive

consequences

• Managing inappropriate

behavior


Modify the Antecedent

Antecedent Behavior Consequence Function

Difficult assignment

Throws paper

Teacher corrects,

peers laugh

Gain attention (peers & teacher)

Modify assignment,

Group assignment

Student completes

the assignment

Teacher gives good grade

and attention, group gets good grade



Modify Consequence Antecedent Behavior Consequence Function


Throws paper

Teacher corrects,

peers laugh



Throws paper

Teacher and peers ignore,

(Give attention to

on-task behavior)

Does not get attention for

throwing (Extinction)

Attention only for on-

task


Teach Replacement Behavior



Throws paper

Teacher corrects,

peers laugh



Teach student to raise hand for help

Teacher helps student when hand raised



Function and Strategies

Function:

Get access to desired activities or tangibles

Strategy: • Deny access to the activity or tangible after a

problem behavior (consequence)

• Teach acceptable alternatives to obtain access (replacement)


Function and Strategies Function:

Escape or avoid unpleasant activities, tasks or persons

Strategy: • Reinforce the student for compliance to your instructions

(consequence)

• Teach the student how to seek help (replacement)

• Teach acceptable alternatives to escape (replacement)

• Reinforce the student for the absence of the problem (reward appropriate behavior) (consequence)

• Initially remove or reduce demands and then gradually increase them (antecedent)



Function:

Get attention from peers or teachers

Strategy: • Increase attention for appropriate behaviors

(consequence)

• Ignore problem behavior (consequence)

• Teach acceptable alternatives for attention (replacement)



Function:

Get sensory stimulation

Strategy:

• Interrupt and redirect the student (antecedent)

• Use reinforcement when behavior is not occurring

(consequence)

• Increase access to alternative sources of stimulation

(antecedent)


Activity: ABC Interventions


Independent work

Makes noises

Teacher has student put

head down on desk

Escape task


Develop Action Plan


Implement Plan and

Collect Data

• Simple

• Same method as

baseline


Evaluate Effectiveness

Modify Intervention


Big Ideas!

• All behavior is learned

• Behavior serves a function

• Environment impacts behavior

• Skill deficits impact behavior

• Team approach is critical

• Relationships matter!!

module 3: individual interventions - seisd.net ed... · •designing interventions –operational...

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