preventing and managing challenging behaviors - … and managing challenging behaviors . ......
TRANSCRIPT
Christina Yuknis, Ph.D.
Presented November 6, 2012
Tinley Park, IL
Preventing and Managing
Challenging Behaviors
Agenda
Basics of behavior management
Identifying problem behaviors
Collecting Data
Making decisions
Planning for behavior
Schoolwide
Classroom
Individualized
Objectives
By the end of today’s workshop,
participants will be able to:
1. Describe the legal foundations
of discipline
2. Identify problem behaviors
3. Collect data to determine the
extent of a problem
4. Design and monitor plans to
prevent problem behaviors
What influences behavior?
Biological
Explanations
Genetics
Allergies
Nutrition or
malnutrition
Chemical
Imbalances
Developmental
Explanations
Language
Learning
Window
Freud’s
Psychoanalytic
Theory
Piaget’s Stage
Theory
Environmental
Explanations
Constructivism
Gestalt Psychology Behaviorism
IDEA & Discipline
Disciplining students with disabilities is controversial
The first mention of discipline in IDEA was in the 1997
reauthorization
Congress attempted to balance administrators’ needs for a
safe learning environment with the FAPE mandates for
students with disabilities.
Due Process: Right to Fair Procedures
Developing schoolwide discipline policies
Reasonable
Appropriate
Clear rules and consequences
Extending due process protections to students
Ensures that official decisions are made in a fair manner
Especially important when the decisions deprive students of
educational opportunities (e.g., suspensions & expulsions)
Due Process: Right to Fair Procedures
Ensuring discipline practices are nondiscriminatory
Discipline practices are also used with students who do not have
disabilities.
Discipline practices are not more harsh.
Ensuring that suspending, expelling, or changing the placement
of a student with disabilities for misbehavior is not related to
the disability (manifestation).
Not using discipline procedures prohibited in the IEP or
behavior intervention plan (BIP)
IDEA Requirements If a student with a disability has a history of problem behaviors, or
of the behaviors can be anticipated, then the IPE must address that behavior.
This applies to all students with disabilities – regardless of category.
Purpose is to teach appropriate behaviors while reducing problem behaviors.
Failing to address problem behaviors can constitute a denial of FAPE.
Functional Behavioral Analysis
The purpose is to “develop educational programming that is
related to the cause and purpose of the problem behaviors.”
(Yell, 2012, p. 341)
IDEA encourages for many situations, but requires for
others.
FBAs are used to develop Behavior Intervention Plans (BIPs)
Need to be proactive – using positive interventions
Need to be multidimensional
Functional Behavior Analysis
Required within 10 business days from when:
A student is removed for more than 10 days in a school year.
A student is removed in a manner that constitutes a change of
placement.
A student is placed in an alternative setting (typically for a
weapons or drug offense)
Required when an IEP team convenes for a manifestation
determination and concludes that the behavior is related to
the child’s disability.
Ten Days School officials may suspend or place students in an alternative setting
for up to 10 days per year without convening an IEP meeting.
Once the 10th day (and beyond) is reached:
If consecutive – it constitutes a change in placement and an IEP team must be convened, manifestation determination must be conducted
If non-consecutive – must convene IEP team, conduct FBA, and develop a BIP
The exception: A student may be excluded for up to 45 school days for:
Weapons
Drugs
Inflicting bodily harm
Manifestation Determination Who?
The IEP team
When?
When the student with disabilities experiences a “change in placement” as noted by the 10-day rule
Why?
To ensure that the behavior is not related to the student’s disability
What?
Determine if the student’s IEP is appropriate and has been implemented as intended.
Controversial Topics Stay-put provision Student stays in placement while dispute over placement is resolve.
Time out A controlled procedure and should be used appropriately and not
interfere with the IEP.
Restraint and seclusion Very controversial. No official resolution prohibiting, but should be
used very judiciously.
Corporal punishment Illegal in most states May be a violation of Section 504 and IDEA even in states where it is
legal.
Identifying Problem Behaviors Is this behavior really a problem?
Why?
Who is it a problem for?
To determine whether or not this is a problem, data must be collected.
Little Shayna is always out
of her seat. Or so you
think, but how do you
know for sure?.
Identifying Problem Behaviors
Clearly Define the Behavior
Observable
Measureable
Explicit
Practice (see page 2 in your packet):
Take a few minutes to define these behaviors clearly.
Noncompliance
aggression
low social skills
Identifying Problem Behaviors
Justify why these behaviors are inappropriate.
Interferes with the safety of the child or others
Interferes with the child’s ability to access education
Interferes with other children’s ability to access education
Limits the child’s participation in the community and society
Practice:
Noncompliance
aggression
low social skills
Think about the behavior…
Why is the behavior occurring?
Do we want it to increase?
Do we want it to decrease?
How often is it happening?
How long does it happen for?
Is there a delay before the behavior begins?
Is the behavior always inappropriate or only at certain times?
Does the behavior occur upon enticement or is it
spontaneous?
How does it compare to the rest of the class?
Some Tips
Strive to create data keeping systems that:
Provide your team with the information needed
Are portable
Are functional and practical
Are time-efficient
Ensure everyone on your team understands the data system
and uses them on a consistent basis
Be receptive to your team’s feedback regarding data systems
and rework the systems as needed
How often should you take data?
In every class?
In specific classes?
During hall change?
Daily?
Weekly?
Types of Data Collection
Running Record
Anecdotal Record
ABC(D) Recording
Event or Frequency Recordings
Interval Recording
Latency Recording
Duration Recording
Rating Scales
Checklists
Running Record
Narrative account of everything that happens.
Written as it happens, in the moment.
Includes all behaviors.
Often written with abbreviations, shorthand, etc.
Does not include judgments about the behavior – only
describes it
Let’s practice by watching Finley.
In your packet, you will find a section
called Running Record. Use that
space for this activity.
Running Record
Advantages Disadvantages
Very detailed, includes lots
of information.
Open-ended
Written in the moment –
more accurate
Doesn’t require any special
skills.
Very difficult to catch
everything that happens at
once
Anecdotal Records Narrative accounts of an incident or event.
Written after the event happens.
Typically briefer than running records.
To ensure accurate picture: base on actual observations What happened verses what think, believe, or feel Specific verses vague Concise verses lengthy
Most often used with: daily/session logs, behavior logs, home/school communication
Let’s practice by
watching this 19-month
old.
Use the section titled
“Anecdotal Record” in
your packet.
Anecdotal Records
Advantages Disadvantages
Anyone can do this type of observation.
Open ended.
Can write down about unexpected events, because you are writing it down later.
Observer can write down the important behavior, and ignore the rest.
Does not give as complete
a picture as running
records.
Relies on memory.
Things may be
misinterpreted.
A-B-C or A-B-C-D Recording
Anecdotal recording of:
Antecedents
Behaviors
Consequences
May also record:
Duration
Often used with: challenging behaviors/ often as component
of function behavioral analysis (FBA)
Event or Frequency Recording Record the number of times a behavior occurs (frequency)
To ensure an accurate picture: consider the time frame involved
Compare data from equal time periods
Sample Keys:
Tally Marks
Pile of paperclips
Fill in circles
Stickers
Let’s practice by watching this
video of Joyce.
Use the section titled Event
Recording in your packet. Write
a tally mark every time Joyce
complains about the assignment.
Interval Recording
Divide the observation unit into equal intervals
Whole interval recording –check only when the behavior
occurs throughout the whole interval
Partial interval recording—check if behavior occurs at
anytime in the interval and regardless of how many times it
occurs
Have to know when the interval begins and ends (portable
recorder, timer, clock, watch)
The length of the interval is based on the behavior you are
observing
Latency Recording Record how long it takes the student to comply with a request.
To ensure accurate picture: Beginning timing as soon as the request is made. Do not prompt or offer any additional requests. Stop timing as soon as student begins to comply.
Sample information: Start time End time Total delay
Often used with: challenging behaviors/FBA
Duration Recording Record how long the behavior lasts
To ensure accurate picture: clearly define when to start and stop timing (what specifically must occur for each)
Sample information:
Start time
End time
Total duration
Often used with: challenging behaviors/FBA
Let’s practice using this video of Kandi.
Use the During Recording section in
your packet for this. There is a
stopwatch on the video to assist you
with timing.
Data Tools: Some Ideals
Video cameras
An extra person available
who’s sole responsibility is
to collect data
Portable Data Tools and Tips
Clicker
Post-Its
Note/Index cards
Piece of tape
Transfer of items (paperclips, rubber bands, etc)
From one pocket to another
From one wrist to another
From one pile to another
Portable Data Tools and Tips
Pencil marks on the table
Mini dry erase board
Natural opportunities
Receipt
Photo
Product made
Use a belt bag or waist pack to carry supplies
Guidelines
Organize the data using a visual representation such as a
chart or graph
Collect enough data to demonstrate baseline and then any
patterns once intervention begins
No change
Increase in desired/undesired response
Decrease in desired/undesired response
Variation among these
Creating Graphs Typically bar graphs or line graphs will be most appropriate
for displaying your data.
Days of the week or session dates are plotted along the horizontal, or X-axis.
Scale for behavior is along vertical, or Y-axis.
Include full range for data
Make sure intervals are equal and appropriate given data.
Label both axes.
Creating Graphs
Include a visual separator showing baseline and intervention
Typically a vertical line
If you are using classmate data as a comparison, be sure to
include that on the same graph for a quick-glance-guide on
the severity of the behavior.
Use data to make decisions
Consider all possibilities
Instructional approach needs modification
Instructional model needs changing
Prompting to much not enough
Reinforcements not reinforcing
Environment too stimulating
Replacement behavior should be taught
Peer influences
Routines and structure of class
Planning for Behavior You talked with several other teachers, and this is a
pattern throughout the school.
Positive Behavior Systems
Shayna’s behaviors are no worse than her classmates, but it is a problem.
Classroom Management System
Now, you have collected data, it is true that Shayna has some behaviors that require intervention.
Behavioral Intervention Plan
Schoolwide Systems
Positive Behavior Interventions & Supports (PBIS)
Positive Behavior Supports (PBS)
Schoolwide Positive Behavior Supports
“If schools are to meet current challenges, an expanded focus
on preventive, as well as reactive, behavior supports will be
needed.” (Horner, Sugai, Todd, Lewis-Palmer, 2005, p. 361)
We must focus our efforts on ALL children, not just those
that pose problematic behaviors.
Schoolwide Positive Behavior Supports
Positive Behavioral Interventions and Supports (PBIS)
Schools create systems that support the implementation of
evidence-based practices and procedures and fit within on-going
school reform efforts. PBIS relies on data to make important
decisions regarding needs and strengths.
These systems should be designed by a team of individuals
within the school, not just one person. They must be
implemented by EVERYONE to attain maximum effectiveness.
Schoolwide Positive Behavior Supports
Outcomes: academic and behavior targets
that are endorsed and emphasized by students,
families, and educators.
Practices: interventions and strategies that
are evidence -based.
Data: information that is used to identify
status, need for change, and effects of
interventions.
Systems: supports that are needed to enable
the accurate and durable implementation of
the practices of PBS.
From www.pbis.org
Schoolwide Positive Behavior Supports
PBIS has a three-tiered approach:
Primary: target all children to prevent
problem behaviors (80% of children, AKA
green zone)
Secondary: targets children who are at-
risk for problem behaviors (15% of
children, AKA yellow zone)
Tertiary: targets children with the most
intense behavior support needs (5% of
children, AKA red zone)
Schoolwide Positive Behavior Supports
Primary Prevention
The school environment must be positive and predictable.
Behavioral expectations are clearly defined.
Design a clear, fair, easy to administer continuum of
consequences.
Communicate and teach expectations to students early in the
year.
Collect data to make effective decisions.
Schoolwide Positive Behavior Supports Secondary Prevention
Interventions designed for students who are at-risk of more serious problem behavior but do not require in-depth personalized intervention programs.
Key features include: Consistent with school-wide expectations.
Implemented by all staff/faculty in a school.
Flexible intervention based on assessment.
Functional assessment.
Adequate resources (admin, team), weekly meeting, plus 10 hours a week.
Student chooses to participate.
Continuous monitoring of student behavior for decision-making.
Schoolwide Positive Behavior Supports
Tertiary Prevention
Interventions designed for individual students who exhibit
patterns of problem behavior.
This may be the Functional Behavior Assessment (FBA) and
Behavior Intervention Plan (BIP) if the student qualifies for
services under IDEA or Section 504.
What is a CMS?
The classroom as a comprehensive setting is carefully
designed to maximize instruction and minimize distractions.
Tips for establishing a CMS:
Invest time up front.
Focus on positive behavior. (3 to 1 ratio)
Teach well.
Provide supports.
Be educative, not vindictive. (Remember you are the adult.)
Be persistent and consistent.
Behavior Approaches Harry & Rosemary Wong Using procedures and
routines to teach responsibility
The first days of school can make or break the entire year.
Establish clear rules, routines, procedures, and consequences the first two weeks of school. Practice, practice, practice
Image courtesy of www.amazon.com
Behavior Approaches Fred Jones
Teaching responsibility
Effective teachers:
Don’t allow students to waste time
Set clear limits on behavior
Do not nag – use body language to indicate they mean business
Keep students actively engaged in learning
Provide incentives judiciously
Provide help efficiently during independent work
Courtesy of www.fredjones.com
Behavior Approaches William Glasser Choice Theory
Three areas of focus: Provide a curriculum that is genuinely attractive to students.
use noncoercive discipline to help students make responsible choices
that lead to personal success
strongly emphasize quality in all aspects of teaching and learning (Charles, 2011)
Elements of a CMS
Physical Environment
Classroom should be a friendly, welcoming place that students want to
enter.
Guidelines:
Ensure that you are able to monitor students at all times
Consider the flow of traffic
Minimize distractions (such as the door, windows, AC/heat vents, pencil
sharpeners, etc…)
Ensure student access to the teaching area (desk positioning)
Identify where you will post your daily agenda and objectives (indicate this for
your project)
Elements
Routines
Establish classroom procedures from day one
Proactive vs. reactive
Should be taught and practiced to mastery
This may backfire.
Important for secondary students, too!
Pause and reflect: What are some routines that require
teaching early in the school year?
Elements
Establish consequences: Positive and Negative
Response to appropriate or inappropriate behavior
“Natural consequences” are consequences that occur naturally within an
environment and are not artificially created to alter behavior.
For example, a natural consequence of getting too close to a fire is getting
burned. An artificial consequence would be getting time out.
As with rules, are best if developed with students for optimal
buy-in.
Types of Consequences Positive Reinforcement: the consequence causes an increase in
the behavior’s occurrence Primary reinforcers: have biological importance to an individual
Secondary reinforcers: do no have biological importance
Negative Reinforcement: the behavior increases in occurrence to avoid receiving a particular consequence
Punishment: a consequence designed to decrease a behavior’s occurrence
Satiation – the student is satisfied with the reinforcement, therefore future reinforcement will no longer work
More on Consequences Guidelines for creating consequences:
Clear and specific
Relate directly to statement of purpose, rules, routines
Natural and logical
Guidelines for delivering consequences:
Apply consistently
For negative consequences – be firm, not angry
Link consequence and behavior
Do not accept excuses, bargaining, whining
Undermine consistency and firmness
Be educative, not vindictive
Consequences to Increase behavior
Application:
Engage in reinforcer sampling. Ask the students what they
would like to earn.
Beware of being too open-ended.
Use food cautiously.
Make them age-appropriate.
Provide a choice of reinforcers or rotate to prevent satiation.
Make reinforcers contingent. Work with parents to promote
consistency.
Consequences to Increase behavior
Application:
Pair tangible reinforcers with social reinforcers.
Token Reinforcers:
Symbolic representations exchangeable for a reinforcer
Introduction to students must include: required behavior, types of
reinforcers, cost of reinforcers, and when to access reinforcers
Establish a system of reinforcers and access
Prevent counterfeiting or theft of tokens
Consequences to Increase behavior
Application:
Social reinforcers are demonstrations of approval or attention.
Body language
Proximity
Contact
Privileges
Words and phrases
Praise should be contingent.
Praise should be specific to behavior.
Praise should sound sincere.
Consequences to Increase behavior
Application:
Contracts
Using a written document to track behavior (the contingency for
reinforcement)
Should be negotiated – teacher, student, parent, etc…
Should include the behavior, the conditions, the criterion for
reinforcement, and the reinforcer
Use the K.I.S.S. principle for designing reinforcement systems.
Consequences to decrease behavior
Four ways to do this:
Use a specific schedule of reinforcement to decrease the rate of
behaviors that are inappropriate when they occur too often or too
rapidly.
Deliver the reinforcer when the target behavior is not performed.
Replace an inappropriate behavior with a more appropriate or
standard behavior.
Reinforce a behavior that cannot be performed simultaneously with
the inappropriate behavior.
Activity - Jigsaw
Discuss possible solutions to your assigned scenario with
your group.
Identify the best solutions.
Change groups. At least one member who discussed each
scenario should be in the new group.
In your new group, discuss the problem and the potential
solutions.
Does the group have any advice or suggestions?
Discussion scenarios You have a classroom management system whereby free time is
earned for completing assigned class work. John never gets his
work done and therefore never gets free time. You feel badly, but a
rule is a rule. John and you are both frustrated. What do you do?
You instruct the whole class and then give a follow-up activity to
be completed by the students while you conduct individual
student conferences. You are frequently interrupted with
questions, and are unable to give your undivided attention to
specific students during the individual discussion sessions. You find
yourself increasingly angry at the class. What do you do?
Discussion scenarios Jane angrily enters your classroom. She has just been scolded by
another teacher for "fooling around" and has had the privilege of eating lunch outside at the picnic tables revoked for the rest of the week. In your class she is refusing to do work, calls out and continues the behavior from the other class, adding to it her complaints of unfairness. The class is in danger of not earning the class reward of an extra recess period for having completed all of the assignments. What do you do?
You have carefully implemented a respectful way of talking to the students in your class. One of your peers, who spends a lot of time in your classroom, frequently becomes angry with the students and takes it upon herself to harshly correct behaviors. She thinks you're "too soft" and don't fully understand that the kids need "discipline.“ What do you do?
Identifying “Tough Kids”
What is a tough kid?
“A student who has behavioral excesses and deficits.” (Rhode,
Jenson, and Reavis, p. 8)
Behavioral excesses include: noncompliance, arguing, excuse-making,
throwing tantrums, and aggression.
Behavioral deficiencies include: low academic skills, low social skills, lack of
rule following, and lack of self-management skills.
Identifying “Tough Kids”
How can we show that a child truly is a tough kid?
Clearly define the behavior that is excessive or deficient.
Explain why this behavior inappropriate.
Collect data to determine the extent of the behavior - known
as Baseline data.
Behavior Intervention Plans A BIP must be:
Proactive
What environmental adjustments will be used to make the student’s
problem behavior unnecessary?
Educative
What behaviors (skills) will be taught to replace or meet the same
function as the student’s problem behavior and improve his or her
ability to function more effectively?
Effective
How will consequences be managed to insure the student receives
reinforcers for positive behavior, not problem behavior?
Behavior Intervention Plans Proactive plans
Adjust the environment to reduce the likelihood of problem behavior
occurring
Allow the student to be independent and successful
Educative plans
Teach replacement skills
Build generalizable competencies
Allow students to meet objectives in more effective, efficient, and
appropriate ways (e.g., communication alternatives)
Enhance the student’s overall independence, integration, and quality
of life
This entire section is derived from Riffel’s (2007) work.
Behavior Intervention Plans Effective plans
Manage consequences to reinforce desired behaviors and replacement
skills
Withhold reinforcement following problem behavior
Use natural, less intrusive consequences
BIP Model:
Antecedent
Setting Event
Target Behavior
Desired
Behavior
Acceptable Alternative
Reinforcement
Reinforcement (< R+)
Antecedent Modifications
Reinforcement
(Function)
Sample BIP - Let’s Meet Zoë Zoë is a fifth grade student who constantly interrupts the teacher.
When the students are working independently and the teacher is going around the room working with individuals, Zoë makes animal noises to get the teacher’s attention. Zoë does not get work done independently.
antecedent Target
behavior
Function of
behavior
Sample BIP - Let’s Meet Zoë Possible interventions: Tell Zoë when you will be unavailable for extended periods, “I’m
helping ___ now.” Teach Zoë to display a “help” card when help is needed. Remind Zoë
to do this. Provide attention whenever Zoë displays the “help” card, even if just
to say “I’ll be there in a minute.” Ignore all noises.
No Teacher attention
Zoë makes
noises
Uses social skills
Use “help” card
Attention
Ignore because Bx was getting attention
Precorrects
Teacher attention & praise
Planning Time
If you are a teacher, spend some time developing a classroom
plan
If you are an administrator, spend some time developing a
schoolwide plan
If you are a paraeducator or related service provider,
collaborate on a classroom plan with a teacher you frequently
support.
Gallery Walk
Share the outline of your plan on a piece of chart paper.
Visit the plans around the room
Take sticky notes and write questions, comments, or
suggestions to stick on the plans.
This is a great way to get constructive feedback in order to
strengthen your plans.