Got Behavior? Are you Programming for it?

Tajuana Williams, Ed.S, NCC, LPCCoordinator of Behavior Services

Desoto County Schools

Objectives(Before Lunch)

• Participants will gain a basic understanding of accountability and programming for behavior

• Participants will gain a basic understanding of function of student behavior

• Participants will learn how to address behavior through the IEP

• Participants will gain knowledge of writing measureable behavior intervention plans

Objectives(After Lunch)

• Participants will learn best practices for providing interventions for behaviors in the classroom setting

• Participants will learn how to teach replacement behaviors in a classroom setting

• Participants will gain a basic understanding of how to utilize social skills training to increase desired behaviors

The Parking Lot

Ask Questions

Share Resources

Why is the important?

Before IDEA Reauthorization the primary content of an IEP was student academic goals and objectives.

Now students with behaviors impeding learning must have a behavior support plan in their IEP which specifies not only what the students will do, but what educators will do to alter the environments and/or teach new behaviors necessary for that student’s success.

*The Behavior Plan is a Teaching Plan

Have you ever said:

• I’ve tried everything!• He needs to be somewhere else.• Nothing set him off• He just needs a good spanking.• Nothing Works!• He could do better if he wanted to.• We punish him but it just doesn’t work!

Group Actvitty

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Whose Job is it?

• Whose Job is it Anyway?Teachers (Sped & Gen ED)AdministrationSupport StaffStudentParentsSchool CounselorSchool PsychologistMental Health ConsultantPositive Behavior SpecialistBehavior technicianConsulting StaffSpeech PathologistOccupational Therapist

What is behavior?

• Anything a person does that can be observed, measured, described, recorded

• Behavior is learned and serves a specific purpose

• Related to the content within which it occurs• Can be overt or covert and have an impact on

the environment

Why Do People Behave?

Access?

Obtain?Attention?

Learned?

Sensory?Why Do People Continue Behaving?

IT WORKS!

Accountability & You

• Litigation Case Law

• Integrity and Fidelity Progress Monitoring

• Student Achievement The Bottom Line

Let’s Look at Case Law

Patrick B. v. Paradise Protectory and Agricultural Sch. Inc., 59 IDELR 162 (M.D. Pa. 2012)

A parent alleged that district officials acted with “intentional discrimination” by using physical restraint to subdue a second-grade boy. The crux of the parent’s complaint was the allegation that the district had failed to conduct a functional behavior assessment (FBA) after her son exhibited at least a dozen incidents of escalating physical aggression at school. The parent argued that the school would not have had to resort to physical restraint if it had properly assessed the child’s behavior and developed interventions to address the behaviors.Money Damages and Liability

Case Law Continued..

Coventry Pub. Schs. V. Rachel J. and Williams J., 59 IDELER 277 (D.R.I. 2012).

A Rhode Island school district that included only academic goals in the IEP for a student with ADHD and ODD was liable for the costs of placing the teenager in an out-of-state therapeutic residential facility. The court found that the district failed to provide FAPE by its failure to address the student’s social and behavior deficits in his IEP. “The record is abundantly clear the (the student’s) behavioral disabilities act like a bounder that block his way from making academic and educational advancements, “U.S. District Judge John J. McMconnel Jr. Wrote. The court held that the IDEA requires school districts to address all of an eligible student’s disability-related needs in an IEP, not merely those that directly relate to the identified educational disability.

Final Look

K.L. v. New York City Dep’t of Educ. 59 IDELR 190 (S.D.N.Y. 2012).

Failure to conduct a Functional Behavior Assessment for an 8-year-old girl with autism did not violate the IDEA, ruled the federal court in New Your. The girl often shredded her clothing with her teeth as a result of anxiety and her inability to communicate. The district had successfully managed this behavior in the past by assigning a 1:1 aide for the girl, and her current IEP contained goals for eliminating this behavior and a Behavior Intervention Plan to address the behavior. In addition, having the district psychologist read the draft IEP goals and ask for comment from members of the IEP team, including the child’s parents, was consistent with the requirements of the IDEA.

Individuals with Disabilities Education Act (IDEA) (2004) Section 614 (d)

The IEP Team Shall:

address behavior that impedes a student’s learning or “that of others” to consider

“positive behavior interventions, strategies and supports” as supplementary aids and supports”

Therefore if…

The student had these “impeding behaviors” clearly in evidence, and yet no IEP team had developed a plan to address these behaviors, it can be concluded during a “manifestation determination” meeting that the IEP did not have all necessary supports in place.

Integrity and Fidelity

• Progress Monitoring• Data Collection• Tracking Progress• Making Changes as Needed

BIPIEP

Student Achievement

• Is the behavior of concern being programmed for in a way that it no longer has a negative impact on the student’s academic progress

• More time in class

Where does Programing Start?

• With the IEP Recognizing Behavior in the PLP(Present level of

performance) Defining it and it’s impact on the student’s academic/social performance

Example: Johnny will exhibit non-compliant behaviors during transition or when there is an unexpected change in routine or schedule. This is evidence by him shutting down (putting his head down, falling to the ground), refusing to comply, and saying “no”.

Measureable Goals

• Over the course of 36 weeks, Johnny will follow changes in an established routine on 4 out of 5 trials.– Johnny will use a verbal cue from the teacher to

follow changes– Johnny will use a visual schedule to follow changes– Johnny will use a predetermined signal from the

teacher to follow changes – Johnny will use the example set by a peer to follow

changes

Need A Plan?

• Behavior Support Plan– Detailed Description of Target Behaviors– Preventive Techniques– Strategies (Teaching Replacement Behaviors)– Environmental Changes– Positive Reinforcements– Method of Data Collection (Progress Monitoring)

When Do I Need to Write a Behavior Plan?

When there is a Pattern of Behavior that is Non-Responsive to Consistent Positive

Interventions and Reinforcers

WHO CONDUCTS A BEHAVIOR SUPPORT PLAN?

• Sped Teacher

• Counselor

• School Psychologist

• Positive Behavior Specialist

• Clinical Psychologist

• Mental Health Professional

BSP Components

• Strengthens of Student• Define &Identify Target Behavior• Identify Function (Summary/Hypothesis Statement)• Intervention Plan

1. Prevention Techniques2. Replacement Behaviors3. Positive Reinforcements4. Who will do what & how often5. Planned consequences & Review Data &

Progress

What do I Need?

• Target Behavior -Operational Definition

• Need Data-ABC Form

• Need Function-What do I need to Replace Behavior With

What are Target Behaviors

• High Intensity• High Frequency• Impedes Academic Progress the

Most

Behaviors Must Be

• Observable: The behavior is an action that can be seen.

• Measurable: The behavior can be counted or timed.

Define behaviors so clearly that a person unfamiliar with the

student could recognize the behavior without any doubts!

Operational Definitions

• Can you count the behavior (e.g., number of times it occurs, minutes it takes, latency)?

• Will a stranger know what to look for when you give the definition?

• Can you break the definition into smaller components that are more specific and observable?

Defining Target Behaviors

Example Non-Example

high-pitched screams poor impulse control

kicking over chairs angry, hostile, resentful

incomplete tasks paying attention

ABCs of Behavior

• Antecedent: What happens just before a problem behavior occurs. Time of day, who is present, during what event/subject/task Setting events: happen further away in time but

still contribute to the problem behavior: Lack of sleep, hunger, medication.

• Behavior: What the student does that is observable. Written in concrete terms

• Consequences: What typically happens after the behavior occurs. Indicates what maintains the behavior.

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Why Look at Function?

The basis of functional assessment is the acceptance that all behavior is a form of communication and all behavior

serves a purpose.

T

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Teach Acceptable Behaviors That Serve the Same Function As the Misbehavior

Replacement behavior

-Must be more efficient-Must be equally effective

-Must produce same results

EX: Asking for a break is easier than engaging in a tantrum but can serve

the same function of escape.

Can you find Function without a FBA?

YES

& NO

Tools to Help Find Function

• FACTS• (Functional Analysis Assessment Tool)

• MAS • (Motivational Assessment Scale)

• PBQ• (Problem Behavior Questionnaire)

•

Typical Functions of behavior

• Attention: peer attention, adult attention• Escape: get out of an activity or away from

other students/staff.• Sensory stimulation-self reinforcing

behaviors such as thumb sucking• Access to materials or activities-something

tangible the student wants.• T

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IDEA & FBA/BIP?

IDEA 1997 states that a FBA and (BIP) may be required for students with a disability:

• Who are exhibiting a pattern of behavior that may lead to 10 days of suspension

• Who knowingly carry weapons or possess or use illegal drugs or sell or solicit the sale of a controlled substance while at school or a school function

When To Complete A FBA/BIP?

And is required when:• A student is suspended from school for a total

of 10 days or more• A student is being considered for an interim

alternative educational placement

Best Practices

Best practice suggests that FBA’s are more effective

when used proactively:

• When behavior is difficult to understand

• When a pattern of office referrals appear

• When behavior strategies that are currently in place

are not effective towards increasing appropriate

behavior

What is the function?Why is the student doing ____?

Exercises

Functions

Escape/Avoid

ObtainPhysiological

SensoryAttention Seeking

All behaviors serve a function

What Are Functions Of Challenging Behavior?

To get something (positive reinforcement)

– Social Attention– Assistance with task – A tangible object– Sensory stimulation– Belong to a peer group– Revenge

To avoid or escape (negative

reinforcement)– Academic tasks– Demands– Environmental

stress/social stress– Failure– Boredom

Skill DeficitsVS

Performance Deficits

Skill Deficits

The students does not know how to perform the desired skill.

Performance Deficits

The student knows the desired skill but is unable to perform the skill on a consistent basis.

FBA SAMPLE

Mary Activity

Let’s Talk Replacement Behaviors

• Big Bang

3 Opportunities to change Behavior

1) BEFORE the behavior occurs: a proactive teaching strategy

2) DURING the occurrence of the behavior: an immediate intervention

3) AFTER the behavior occurs: a consequence to the behavior

Behavior in a Box

When training a New behavior

Important:• 1) Timing of the reinforcement (needs to be

immediately after the behavior.)• 2) Continuous. Reinforce every single time

the behavior occurs (in the beginning – you can space it out more later.)

• 3) What we use as a positive reinforcer must be reinforcing.

K

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Reinforcement

• Reinforcement is the most important consequence.• Definition of Reinforcement: Any consequence that

increases the probability of a behavior occurring.• What is reinforcing to one is not necessarily to

another. – Listening to a type of music.– Playing football– Entertaining a group

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Time to play“Name that Consequence!”

• Time Out• Loss of Recess Time• Given an ice cream sandwich• Sent to the Office• Earn a token• Paddling• Verbal Reprimand• Extra Computer• Smell of Stinky Feet

Reinforcement or Punishment

Type of Problem Behaviors

Head bangingBeing physically aggressiveBitingCryingDefying authorityDestroying propertyPushing, pulling othersRunning awayThreatening others

Inappropriate sexual behavior

Failing to complete assignments

Failure to follow directions Failure to remain seated Fighting Yelling/Cursing Throwing Things Talking out of turn Use of inappropriate

language

Nonverbal Reinforcement

• Smiles• Hugs• Eye Contact• Holding a hand• Touch on shoulder• Standing near child• Look that says, “I’m glad you did that”

Verbal Reinforcement

• Great!• Thanks• Excellent• God job• That’s so fine.• I like the way you…

What Can You Do?

• Offer sensory breaks• Teach social skills• Give specific directions and questions• Break tasks into smaller steps• Use visual images to teach abstract thoughts• Use visual schedules• Use timers for transitions• Warnings about schedule changes• Use video modeling• Help peers understand their behavior and ask them to be

supportive and accepting

What can you do?

• Use rewards

• Be consistent

• Be structured

• Positive reinforcement

• CPI (crisis prevention intervention)

• Structure the classroom setting to offer a quiet place to work

• Avoid demanding eye contact

• Implement the use of a “safe person” for needed breaks

• Avoid a power struggle

Adding Support Services

• ABA (Applied Behavioral Analysis)• Behavior Technician• Behavior Interventionist• Positive Behavior Specialist• School Psychologist• Mental Health Therapist• School Counselor• Occupational Therapist

Creative Programming

• Apex• Using to teachers• Adding resource• Using ALC to reset emotions & offer breaks• Limited School Day• Transition Plan• Working with outside agencies

Teaching Tools that Work

Visual Supports• Power Cards• Social Stories• Visual Schedule• Check-In Check-Out

Teaching Tools• The CAT-Kit• Token Economy• First/Then• Choice Boards• DOTS • Response Cost

Using Software Tools To Progress Monitor

• Classroom DoJo• www.TeachersPayTeachers.com• www.PBISWorld.com• www.do2learn.com • Review 360 www.psiwaresolutions.com

Progress Monitoring

Rethink:Rethink Autism is a web-based autism treatment platform that includes video-based curriculum with access to over 1,200 exercises that show teachers how to teach each lesson from the eight skills areas. The assessment skills checklist provides individualized goals for students based on their present levels and the program helps teachers align the goals with the IEP. ReThink also includes training for staff and parents in the form of video-based modules as well as easy data management and progress reports that include graphs.

Classroom Tricks of Tracking Behaviors

• Make tally marks on a piece of paper (on a clip board, an index card aped to pants leg, etc.)

• Move buttons from one pocket to another• Move pennies from one container to another• Tie knots in a piece of string• Rip little pieces of paper off a page and place them in

your pocket*Now it’s your turn to think of a few ways……

Social Skills and Educational Progress

• Social Deficits–Communication–Social cues–Social rules

Teaching Social Skills

• Discrete Trials • Social Skills Teaching• Structured Learning• Social Stories• Cognitive Picture Rehearsal

Redesign Approach

Behavior support is the redesign of environments, not the redesign of individuals

Attend to what happens between problem behavior about as much as what happens during behavior episodes

Positive Behavior Support plans define changes in the behavior of those who will implement the plan

A few last words…

• Behavior will not change quickly; it may get worse before it gets better.

• Stick with the plan for a few weeks. • Reinforce, reinforce, reinforce, Teach, Teach ,

Teach.

Resources

Aune, Burt, & Gennaro, Behavior Solutions for the Inclusive Classroom, More Behavior Solutions In and Beyond the Inclusive Classroom

Melisa Genaux, M.Ed., Decreasing Problem Behavior to Achieve Academic and Social Skills Success, LRP National Institute, 2013

Melinda Jacobs, Esq., The Year in Review, LRP National Institute, 2013

Contact Information

Tajuana WilliamsCoordinator of Behavior ServicesDesoto County Schoolstajuana.williams@desotocountyschools.org(901) 870-7689