1. Identifying Function- Based Interventions Chris Borgmeier PhD cborgmei@pdx.edu Sheldon Loman, PhD sheldon.loman@pdx.ed Portland State University

2. Activity 6: Function Based Interventions Complete Pre-Test

3. Behavior Support Planning FBA  BSP The most important purpose of conducting FBA is to inform the development of comprehensive Behavior Support Plans that directly address the FUNCTION of student behavior

4. Steps in Behavior Support Planning Step 1: Develop Competing Behavior Pathway Step 2: Develop Behavior Support Plan Step 3: Implementation Plan Step 4: Evaluation Plan Step 5: Follow-up Meetings to Review Progress

5. Function Based Interventions

6. Function-Based Interventions Start with FBA results = Summary of Behavior Summary of Behavior should include a detailed and specific description of:  Targeted Routine  Antecedents triggering behavior  Problem Behavior  Consequence/Outcome of Problem Behavior  Function of Behavior

7. Analyzing the Summary of Behavior Read over the Summary of Behavior, but pay special attention to the Function identified for the problem behavior  The Function of Behavior will be central to identifying effective interventions to address: Antecedent Behaviors to Teach & Consequences

8. Start w/ Summary of Behavior from FBA Maintaining Consequence & Function Problem Behavior Antecedent Targeted Routine

9. FBA: Summary of Behavior Maintaining Consequence & Function Problem Behavior Antecedent FUNCTION FUNCTION is where student behavior intersects with the environment Function = Learning Student learns…. When (A), if I (B), then (C)… Function = how I benefit so I keep doing B Targeted Routine

10. Function Based Interventions Maintaining Consequence & Function Problem Behavior Antecedent FUNCTION Function should guide selection of prevention strategies Function should guide selection of alternative/ replacement behaviors Function should guide selection of consequences: (+) and (-) When generating interventions we use Function to develop ideas to change A, B & C Targeted Routine

11. Function Based Interventions Maintaining Consequence & Function Problem Behavior Antecedent FUNCTION AVOIDING DIFFICULT TASK Prevent Make task less difficult to avoid difficult task Alternate behavior Must allow student to avoid difficult task Consequence (+) Reinforce (a) alternate behavior w/ oppt’y to avoid task & (b) desired behavior (effort on task) (-) problem behavior should not result in avoiding task; redirect to Alt. behavior When generating interventions we use Function to develop ideas to change A, B & C Targeted Routine

12. Function Based Interventions Maintaining Consequence & Function Problem Behavior Antecedent FUNCTION GETTING ADULT ATTENTION Prevent Provide adult Attention in advance & often Alternate behavior Must give student access to adult attention Consequence (+) Reinforce both alternate behavior & desired behavior w/ adult attention (-) problem behavior should not result in adult attention; redirect to Alt. behavior When generating interventions we use Function to develop ideas to change A, B & C Targeted Routine

13. Competing Behavior Pathway

14. Completed from FBA

15. So this is what we want…. Maintaining Consequence & Function Problem Behavior Alternate Behavior Antecedent Targeted Routine Desired Behavior Natural Consequence But… start with the Alternate Behavior? Why can’t we go right to the Desired Behavior?

16. Why the Alternate Behavior? Why can’t we go right to the Desired Behavior? Success, another problem Sent back to table (escape task) Complete math problem Throws a Tantrum Raise hand & ask for break Given double digit addn problems None identified 1. This is what we’re asking the student to do. 2. This is what the student wants now. 3. Look how different this is from what’s happening now 4. The student is going to need to gain the math skills before being able to do this like peers 5. So… in the meantime we use the alternate behavior

17. Desired Behavior Long-term goal = to follow regular classrooms routines and norms, as independently as possible (w/ supports reduced or eliminated) and looking as similar as possible to peers Often requires a sustained, focused teaching effort to build missing skills  Academic deficits (often related to Avoiding difficult tasks) Example: student avoids reading because 3 grade levels behind in reading… requires intensive reading instruction to close gap  Social Skills deficits (often related to seeking attention) Example: student seeks negative attention due to isolation from peers and adults resulting from aggressive behavior and limited social skills… requires sustained, targeted social skill instruction generalized to natural context  Communication deficit Example: student screams and rocks vigorously back and forth due to limited communication skills which might result in getting a snack… requires teaching communication skills (PECS, sign language, etc.)  Organizational/school skills deficits Example: student doesn’t complete homework due to limited scheduling and organization strategies which might result in (a) task avoidance due to limited background knowledge or (b) avoiding negative interactions with teacher because homework is frequently not done… requires teaching school skills

18. Function Based Interventions Maintaining Consequence & Function Problem Behavior Antecedent FUNCTION Function should guide selection of alternative/ replacement behaviors When generating interventions we use Function to develop ideas to change A, B & C Targeted Routine

19. Understanding Alternate/ Replacement Behaviors Alternate Behaviors are:  an immediate attempt to reduce disruption & potentially dangerous behavior in the classroom Take some of the pressure off the teacher  designed to actively begin breaking the student’s habit of using problem behavior to meet their needs, by replacing it with a more acceptable alternate behavior

20. Essential Characteristics of a Replacement / Alternate Behavior An appropriate Replacement Behavior:  Serves the same function as the problem behavior  Is easier to do and more efficient than the problem behavior Alternate Behaviors require less physical effort & provide quicker, more reliable access to desired outcome/response than problem behavior  Is socially acceptable

21. Which of the Following are Appropriate Replacement Behaviors? Leslie is 12, has severe intellectual disabilities, does not use words, and hits her head. Head hitting is maintained by adult attention during work periods. Which is the best Replacement Behavior  hide under her desk and be ignored  sign for “more” to another student  take completed work up to show the teacher  move to sit by another student  Use picture communication system to request teacher help Start w/ the Function 1. Serve same Function? Does it provide adult attn? 2. Is Behavior easier to do than problem behavior? 3. Is Behavior socially acceptable?

22. Which of the Following are Appropriate Replacement Behaviors? Jason is nine and cries when asked to do difficult tasks. The crying is maintained by avoiding or escaping difficult tasks. Possible Replacement Behaviors:  More rewards for doing tasks  Asking for an easier task/ worksheet  Asking to play w/ his Gameboy  Requesting adult attention  Asking to have soda after tasks are done Start w/ the Function 1. Serve same Function? Does it provide adult attn? 2. Is Behavior easier to do than problem behavior? 3. Is Behavior socially acceptable?

23. Competing Behavior Pathway: Alternative Behavior Example: Jason (from previous example) Antecedent Problem Behavior Consequence Avoid/Escape Difficult Task Crying Asking for an easier task/ worksheet Asked to do difficult tasks NOTE: This antecedent is not specific enough

24. Identifying the Alternate Behavior 1. Serve same Function? Does it provide adult attn? 2. Is Behavior easier to do than problem behavior? 3. Is Behavior socially acceptable? Yes or No? Why? What are the critical features of an Alternate Behavior?

25. Competing Behavior Pathway

26. Activity 7 With a partner go through each of the Competing Behavior Pathway options in Pre-Test #2  Yes or No & Why

27. Developing Function-Based Interventions

28. Behavior Support Planning Identify a range of interventions that address prevention (A), teaching (B) & consequences (C) You may not use them all, but it is good to identify multiple interventions options across A, B & C

29. Teaching Behavior Interventions

30. Teaching Behavior Teaching 1) Identify skill(s) to teach  Dual focus when teaching behavior Alternate Behavior Desired Behavior ALWAYS START with the Alternative Behavior -FIRST - Teach the alternate behavior you identified in Competing Behavior Pathway -Teaching = Review & practice regularly -THEN – teach the Desired Behavior -this may be something to focus on immediately, or only after the student is fluent with the alternative behavior

31. Teaching Behavior Don’t assume student already has Alternate Behavior in their skill set 2) Develop an observable definition of behavior  Identify examples & non-examples 3) Model/ Lead/ Test 4) Schedule Review & Practice of Skill/ Behavior Regularly

32. Teaching Behavior 1. First teach the Alternate Behavior What are the critical features of Teaching Interventions? Does Alt. Beh.: a)Serve same Function? b)Is it Easier? c)Socially acceptable? Yes or No? Why?

33. Example: Teaching Behavior A  B  C Teach Dexter to raise his hand & ask for a break, instead of engaging in negative behavior. *By teaching Dexter an easier alternate behavior to get what he wants, we’re making the problem behavior Inefficient. Dexter will need frequent practice, precorrections, and prompts to help him get in the habit of using the alternate behavior

34. With a partner go through each of the Teaching Behavior options in Pre-Test #2  Yes or No & Why Activity 8

35. Teaching Interventions: Desired Behavior Achieving the Desired Behavior most often requires a sustained, focused teaching effort to build missing skills  Academic deficits (often related to Avoiding difficult tasks) Example: student avoids reading because 3 grade levels behind in reading… requires intensive reading instruction to close gap  Social Skills deficits (often related to seeking attention) Example: student seeks negative attention due to isolation from peers and adults resulting from aggressive behavior and limited social skills… requires sustained, targeted social skill instruction generalized to natural context  Communication deficit Example: student screams and rocks vigorously back and forth due to limited communication skills which might result in getting a snack… requires teaching communication skills (PECS, sign language, etc.)  Organizational/school skills deficits Example: student doesn’t complete homework due to limited scheduling and organization strategies which might result in (a) task avoidance due to limited background knowledge or (b) avoiding negative interactions with teacher because homework is frequently not done… requires teaching school skills

36. 2. Next, teach content required to support student to achieve the Desired Behavior What do we need to teach student to achieve the desired behavior?

37. Example: Teaching Behavior A  B  C We also may want to provide additional instruction in multi-digit multiplication & division to help Dexter gain confidence in completing math problems independently *By providing Dexter additional instruction in multi-digit multiplication & division, we can eventually make the problem behavior unnecessary.

38. Antecedent Interventions Prevent & Prompt

39. Function Based Interventions Maintaining Consequence & Function Problem Behavior Antecedent FUNCTION Function should guide selection of prevention strategies Function should guide selection of alternative/ replacement behaviors When generating interventions we use Function to develop ideas to change A, B & C Targeted Routine

40. Antecedent Interventions Preventing Problem Behavior Prevention- Change the trigger that sets off the problem behavior (A) Examine the Antecedent & Function of the Problem Behavior (B) Change the antecedent so student will no longer need to use problem behavior (make the problem behavior Irrelevant) The best choices for Antecedent changes: 1. Directly address the identified antecedent 2. must address the function the problem behavior is serving

41. Antecedent Interventions Directly address the identified antecedent  Antecedent = Asked to read aloud in class Potential options that more directly address the antecedent  Do not ask student to read aloud in class  Give student passage in advance to practice pre-reading  Let student read 1 sentence directions they are familiar with, instead of entire paragraphs from the text Non-examples (do not directly address antecedent)  Move student closer to the teacher  Attend a counseling group about anger management  Check-in with teacher before reading group  Now, why is Function important?

42. Antecedent interventions must the problem behavior serves address the function  Antecedent = Asked to read aloud in class +  Function = Avoid any public presentation (not about reading difficulty; more related to social anxiety) Does the Intervention address the Function of Behavior  Do not ask student to read aloud in class (or respond publicly)  Give student passage in advance to practice pre-reading  Let student read 1 sentence directions they are familiar with, instead of entire paragraphs from the text Does the intervention address the function of behavior?

43. Does the intervention directly address: a) the antecedent? b)the Function of the problem behavior? Antecedent Interventions Yes or No? Why? Critical features of Antecedent Interventions to prevent the Problem Behavior?

44. Antecedent Interventions A  B  C Instead of giving Dexter the class math assignment of multi- digit multiplication & division problems, let’s give him an assignment he can be more successful with (e.g. 4 single digit mult/div problems for every 1 multi-digit problem) * By changing A, we can PREVENT Dexter’s need to engage in negative behavior, making it Irrelevant

45. Activity 9 With a partner go through each of the Antecedent Interventions options in Pre-Test #2  Yes or No & Why

46. 2. Next, identify ways to prompt/ precorrect the alternate & desired behavior

47. Consequence Interventions

48. Function Based Interventions Maintaining Consequence & Function Problem Behavior Antecedent FUNCTION Function should guide selection of prevention strategies Function should guide selection of alternative/ replacement behaviors Function should guide selection of consequences: (+) and (-) When generating interventions we use Function to develop ideas to change A, B & C Targeted Routine

49. Consequence Interventions Reinforcing Behavior Reinforcement should focus on 2 different sets of behaviors  Alternative Behavior & Desired Behavior 1. Reinforcing the Alternative Behavior  When the student engages in the alternative behavior, quickly provide the student with an outcome that matches the outcome/ function of the problem behavior  E.g. if student raises hand to request an easier, substitute assignment; in order to escape difficult tasks  then quickly provide the student with the easier assignment

50. Consequence Interventions Reinforcing Behavior 2. Reinforcing the Desired Behavior(s), or approximations of the desired behavior  The ultimate plan is to have the student move beyond the alternative behavior to using the desired behavior  Reinforcing this progression should start from the beginning of the intervention

51. Consequence Interventions Reinforcing Behavior Considerations for Reinforcing Desired Behavior  The goals & expectations for desired behavior must be reasonable Reasonable expectations of student behavior  EXAMPLE: on a daily basis the student is out of seat & off task the entire period & has not turned in any work the entire term  Probably NOT a Reasonable Expectation = student to be in seat the whole class period and turn in completed worksheets  More Reasonable approximations (Start Small & Build on Success):  Turns in assignments 50% completed  On task and trying to complete work for 15 minutes each period

52. Consequence Interventions Reinforcing Behavior Considerations for Reinforcing Desired Behavior  The timeframe for goals & expectations for desired behavior must be reasonable  In the Beginning try to Reinforce Every occurrence or approximation  Reasonable timeframes for Reinforcement Probably NOT Reasonable Timeframes for reinforcement  If student turns in all worksheets for week 1, he will earn 15 min. in skate park on Friday  If student is in seat and on-task for the entire period, he will earn a candy bar More Reasonable Timeframes for reinforcement  If student completes 5 problems, he can choose 3 problems to cross off the worksheet  If student is on task for 10 min., he will earn 4 min. of computer time

53. Consequence Interventions Reinforcing Behavior Considerations for Reinforcing Desired Behavior  The reinforcer must be valued by the student  The function of behavior is a good place to start when identifying valued reinforcers  e.g. If the function of behavior is to Gain Peer Attention, the reinforcer should give access to Peer Attention  e.g. if the function of behavior is to Avoid Difficult Task the reinforcer could be a “Free Homework Pass”

54. Consequence Intervention: Reinforcing Positive Behavior 1. Identify an intervention to Reinforce the Alternate Behavior Yes or No? Why? Critical features of Reinforcers? 2. Identify an intervention to Reinforce the Desired Behavior Steps in Identifying Reinforcers? a)Is reinforcer valued? (start w/ function of behavior) b) Are expectations & timeframes reasonable for the student?

55. Consequence Interventions Responding to Problem Behavior Responding to Problem Behavior should focus on 2 things:  Redirecting to the Alternative Behavior  Active Extinction of the Problem Behavior 1. Redirecting to the Alternative Behavior  When the student engages in the alternative behavior, quickly provide the student with an outcome that matches the function of the problem behavior  This should also help to prevent escalation  E.g. if student raises hand to request an easier, substitute assignment; in order to escape difficult tasks  then quickly provide the student with the easier assignment

56. Consequence Interventions Responding to Problem Behavior 2. Active Extinction of the Problem Behavior  Make sure the problem behavior no longer works for the student… If using a consequence as a response to negative behavior, make sure the consequence is not providing the desired function for the student

57. Consequence Intervention Responding to Problem Behavior 1. Prompt the Alternate Behavior at earliest signs of problem behavior Yes or No? Why? Critical features of Responses to Problem Behavior? 2. Identify a response to problem behavior that does not reinforce the Problem Behavior Steps in Identifying Responses to Problem Behavior? a)Make sure the response is not reinforcing the problem behavior

58. Example: Consequence Interventions A  B  C We must refuse to (C) let Dexter avoid difficult math tasks by (B) engaging in disrespectful behavior & Instead prompt him to raise his hand and (C) reward him for (B) raising his hand & asking for a break (Alternate Behvior) *By not providing Dexter w/ what he wants when he engages in disrespectful behavior we are making the problem behavior Ineffective. It is important that we work hard to Reinforce Dexter for engaging in the alternate behavior, or he is likely to go back to & escalate the problem behavior

59. Dexter’s Function-Based Intervention

60. Activity 10 With a partner go through each of the Consequence Interventions options in Pre-Test #2  Yes or No & Why

61. Activity 11 Complete Post-test

62. Implementation Plans & Treatment Fidelity

63. Who should attend FBA meetings? Behavior Specialist (often School Psych or SpEd) Principal Teachers who work with student  Both Gen Ed & SpEd Other staff who work closely with the student Parent Student (if old enough – team decision) An FBA meeting for an IEP student is an IEP meeting, so all required attendees must be present

64. FBA Team members School FBA Team Principal and Behavior Specialist (usually School Psychologist or SpEd teacher) GenEd teacher/ staff Other school staff that work with the student Aides, Paraeducators, Yard Duty staff, etc. SpEd teacher/ staff Parent Other involved community members/ services Mental health services, Medical services, Big brother/sister, etc

65. Embedding Function-Based Support into School Teams – Leah Benazzi, 2005 Participants  School-based teams  Behavior specialists with knowledge of behavior theory Participants developed behavior support plans (BSPs) based on description of students  Teams without a behavior specialist  Behavior specialist without the team  Teams and the behavior specialist together All BSPs were evaluated for technical adequacy and contextual fit

66. Results BSPs developed by behavior specialists alone, rated low on contextual fit BSPs developed by teams alone, rated low on technical adequacy Only BSPs developed by the team working with a behavior specialist rated high on both technical adequacy and contextual fit.

67. FBA Process -- Meetings Day 1  Next 2 wks Day 14  Next 2 wks Day 28  Ongoing  Initial FBA meeting  Team disburses and gathers functional assessment data FBA/BSP meeting - team reconvenes to review assessment information & develop behavior plan  Team implements behavior plan & collects data Behavior Plan Review - Team reconvenes to look at data to Review effectiveness and implementation of behavior plan  Continue to implement behavior plan or changes as needed Review Meeting - Reconvene as needed depending on success of behavior plan

68. Supports that enable accurate & durable implementation of interventions  Ensure contextual fit  Organize adult responsibilities, tasks, etc.  Embed interventions in IEP  Establish effective, efficient, & relevant school-wide behavior support systems

69. Support Plan Design Ensure Contextual Fit  Implementers involved in design of plan  Plan consistent with values of implementers  Plan consistent with skills of implementers  Plan consistent with resources of implementers  Plan consistent with administrative structure  Plan perceived as (a) likely to be effective and (b) in the best interest of the focus individual

70. Implementation Implementation Plan (Who will do what, when?)  Schedule prep activities (e.g. communication system development)  Schedule teaching times/curriculum  Schedule data system design/use  Schedule on-going times for assessment

73. Preparing Staff for Implementation Who is implementing each part of the intervention? How do staff implement it? (Requires specific instruction & modeling) When should it be implemented? What if it’s not working (Back-up/crisis plans)? Why should this work? When will we meet again to review the plan and implementation?

75. BSP Review Meeting Make sure to review each step on implementation plan at Follow-up BSP meeting  Problem Solve around treatment fidelity  If we’re not implementing the plan with fidelity, we cannot evaluate if the plan is successful or not

77. 5 8

78. Intervention Cases Treatment Fidelity Noell et al, 1997 Jones et al, 1997 Codding et al, 2005

79. Jones, Wickstrom,& Friman (1997). School-based behavioral consultation is “a good talk spoiled” Typical interaction:  consultant and teacher discussing a student’s inappropriate behavior, which can be very rewarding  Often, however, the student problem behavior is attributed to the “inappropriate” behavior of the teacher, and the consultant recommends a “new” response instead.  Often this new response requires greater effort than ignoring the consultant’s suggestions.

80. Mean Levels of Treatment Integrity (% of 2 min. intervals w/ pos. consequence issued by teacher, contingent on student on-task behavior) Ms DMs BMs W Baseline0-11 (4%) 0-13 (3%) 0-13 (3%) Consultation Alone 22-56 (37%) 0-21 (9%) 0-50 (22%) Performance Feedback 57-100 (83%) 45-75 (60%) 30-100 (66%)

81. Results/ Discussion Simply asking a teacher to implement consequences may result in inadequate level of integrity Even w/ daily performance feedback – overall mean of treatement integrity did not exceed 83% for any of the teachers Study makes salient the difficult nature of assisting teachers in the delivery of treatments w/ a high level of integrity

82. Codding et al. (2005) “We suspect that periodic collection of treatment integrity data and subsequent performance feedback are necessary for high rates of intervention integrity to persist.”

83. Beyond Talking -- Feedback Make sure to train staff how to implement  Modeling/Role Playing the intervention is best method of instruction People won’t implement it if they don’t understand how to do it, or if it’s not working because they doing the intervention incorrectly Frequent follow-up & check-in  Linking w/ permanent product to turn in can be helpful Example – point sheet w/ regular interval ratings (way of tracking teacher feedback to student) Example – daily Intervention checklist for teacher to self check implementation of plan Email check-ins/reminders paired with periodic visits/observations are good

84. Evaluation Plans & Measuring Outcomes

85. Evaluation Plan: Setting Goals and Monitoring Progress

86. Evaluation Plan Data to be CollectedProcedures for Data Collection Person Responsible Timeline Is plan being implemented? Is plan making a difference?

87. Evaluation Plan Data to be CollectedProcedures for Data Collection Person Responsible Timeline Is plan being implemented? Are staff implementing tasks as assigned in BIP Implementation Plan? Staff monitor task completion daily with 3x5 inch notecard Review tasks at BIP Review meeting As assigned in BIP Implementation Plan Implement as of 2/27, ongoing Review at BIP Rev Mtg Is plan making a difference? # of tantrums/ week Student use of hand-raising to request escape # math problems completed in class/ total problem Teacher notes occurrences of tantrums in math Teacher notes occurrences in math Teacher notes in class Teacher/Asst 2/27 ongoing Plan Review Date 5/31/05

88. Identifying & Prioritizing Outcomes What is most important to the referring teacher? Define desired improvements If the student increases/decreases this behavior you will feel like: a) your life is better b) the student is improving What is most important for the benefit of the student?

89. Competing Behavior Pathway

90. Develop an Evaluation Plan Specify short term goal  Focus on use of alternative behavior & reductions in problem behavior  Short term goals will continuously be revised in working toward the long- term goal Specify long term goals  Focus on desired behavior & reductions in identified problem behavior Specify evaluation procedures  Point cards can be a good way to track progress  Other alternatives – scatterplot, teacher grading records, attendance, referrals Plan review date (within 2 weeks) to evaluate the effectiveness of plan

91. Competing Behavior Summary Typical Consequence Maintaining Consequence Desired Behavior Problem Behavior Alternate Behavior Antecedent Setting Event Summary of Behavior

92. Competing Behavior Pathway Guide for Evaluation Plan Identify  Short term goals and intervention Alternate Behavior  Long-term goals and intervention Desired Behavior Set Reasonable Goals:  Behavior Change is a Process requiring Breaking Habits and Learning new skills

93. Start with the Short Term Goals Increasing the Alternate Behavior & Decreasing Problem Behavior

94. Use Competing Pathway to Identify Outcome Measures Typical Consequence Maintaining Consequence Desired Behavior Problem Behavior Alternate Behavior Antecedent Setting Event Summary of Behavior Immediate Short Term Goals Reduce Problem Behavior Increase use of Alt. Behavior

95. Why the Alternate Behavior? Why can’t we go right to the Desired Behavior? Success, another problem Sent back to table (escape task) Complete math problem Throws a Tantrum Raise hand & ask for break Given double digit addn problems None identified 1. This is what we’re asking the student to do. 2. This is what the student wants now. 3. Look how different this is from what’s happening now 4. The student is going to need to gain the math skills before being able to do this like peers 5. So… in the meantime we use the alternate behavior

96. Desired Behavior Long-term goal = to follow regular classrooms routines and norms, as independently as possible (w/ supports reduced or eliminated) and looking as similar as possible to peers

97. Teaching Interventions: Desired Behavior Achieving the Desired Behavior most often requires a sustained, focused teaching effort to build missing skills  Academic deficits (often related to Avoiding difficult tasks) Example: student avoids reading because 3 grade levels behind in reading… requires intensive reading instruction to close gap  Social Skills deficits (often related to seeking attention) Example: student seeks negative attention due to isolation from peers and adults resulting from aggressive behavior and limited social skills… requires sustained, targeted social skill instruction generalized to natural context  Communication deficit Example: student screams and rocks vigorously back and forth due to limited communication skills which might result in getting a snack… requires teaching communication skills (PECS, sign language, etc.)  Organizational/school skills deficits Example: student doesn’t complete homework due to limited scheduling and organization strategies which might result in (a) task avoidance due to limited background knowledge or (b) avoiding negative interactions with teacher because homework is frequently not done… requires teaching school skills

98. 2. Next, teach content required to support student to achieve the Desired Behavior What do we need to teach student to achieve the desired behavior?

99. Example: Teaching Behavior A  B  C We also may want to provide additional instruction in multi-digit multiplication & division to help Dexter gain confidence in completing math problems independently *By providing Dexter additional instruction in multi-digit multiplication & division, we can eventually make the problem behavior unnecessary.

100. So… back to a short term goal Develop a goal to review in 2 weeks at initial follow-up meeting Focus on:  Reducing problem behavior  Increasing use of alternate behavior How can we measure this in a feasible, but effective way?

101. Short term Goal Reduce frequency of problem behavior Increase use of alternative/replacement behavior How do we measure this?  Depends on the frequency & type of problem behavior

102. Identifying an Appropriate way to Measure Must measure specific targeted/ prioritized behavior (Fighting, disruption, off task, attendance, work completed, etc.)  Best way to measure (Objective v. Subjective) Frequency Duration Subjective rating (point card) Balancing Accuracy & Feasibility of Data Collection  Measure must be a feasible form of data collection for teachers/staff What is the baseline?

103. Use Existing Data Forms when possible Try to be consistent with point card forms that might be in use for Check-In/Check- Out programs if possible

104. Using Point Cards Point cards are an easy way to track progress with a behavioral plan Good for helping students learn to monitor their own behavior Easily linked with Reinforcement Program Flexible & feasible for teachers

106. Individualized Point Card Fill in more specific behaviors

107. Identify a Short-term Goal & Data Collection Plan & Format Short-term Goal -- Where to start: 1. Reduction in Problem Behavior 2. Increase in Alternate Behavior Do we have any baseline data?

108. Identify a Short-term Goal & Data Collection Plan & Format Short-term Goal -- Where to start: Do we have any baseline data? Point cards? Discipline referral? Teacher estimates of frequency/duration Use data/estimates to set a reasonable goal

109. Identify a Short-term Goal & Data Collection Plan & Format Short-term Goal -- Where to start: Use data/estimates to set a reasonable goal Set initial goals that the student is able to achieve (early success) Link incentives to data & reasonable student progress (so goals must be reasonable)

110. Questions for Evaluation Plan Does your evaluation plan focus on the prioritized behaviors of concern?  Reduction in problem behavior  Increased use of alternate and desired behaviors? If the student meets the goal, will there be a noticeable difference in student behavior? Is the evaluation plan clearly linked with the reinforcement program? Is data collection feasible?

111. Initial Success: Transitioning to Desired/ Long-Term Goals

112. Use Competing Pathway to Identify Outcome Measures Typical Consequence Maintaining Consequence Desired Behavior Problem Behavior Alternate Behavior Antecedent Setting Event Summary of Behavior Immediate Short Term Goals Reduce Problem Behavior Increase use of Alt. Behavior Longer Term Goals Adjust Goals Over Time… as Student exhibits success

113. Desired Behavior Long-term goal - to function independently and follow normal classroom expectations Likely to require intensive intervention that gradually removes support until student responds to classroom expectations without extra support

114. Consequence Interventions Measuring Behavior Transition to Measuring the Desired Behavior(s), or approximations of the desired behavior  The ultimate plan is to have the student move beyond the alternative behavior to using the desired behavior

115. Linking Measurement Plans & Reinforcement Plans Considerations for Reinforcing Desired Behavior  The goals & expectations for desired behavior must be reasonable Reasonable expectations of student behavior  EXAMPLE: on a daily basis the student is out of seat & off task the entire period & has not turned in any work the entire term  Probably NOT a Reasonable Expectation = student to be in seat the whole class period and turn in completed worksheets  More Reasonable approximations:  Turns in assignments 50% completed  On task and trying to complete work 15 for 15 minutes each period

116. Linking Measurement Plans & Reinforcement Plans Considerations for Reinforcing Desired Behavior  The timeframe for goals & expectations for desired behavior must be reasonable  Reasonable timeframes for Reinforcement Probably NOT Reasonable Timeframes for reinforcement  If student turns in all worksheets for week 1, he will earn 15 min. in skate park on Friday  If student is in seat and on-task for the entire period, he will earn a candy bar More Reasonable Timeframes for reinforcement  If student completes 5 problems, he can choose 3 problems to cross off the worksheet  If student is on task for 10 min., he will earn 4 min. of computer time

117. Adjusting Goals while Modifying Supports Increased Self Monitoring Fading Antecedent supports Fading/Refocusing Reinforcers  Decreasing frequency  Increased connection w/ natural reinforcers  Changing focus of goals & reinforcers from reducing problem behavior to increasing desired behavior