1. Promoting Positive Behavior

2.  Hitting a peer Teacher attention  Raising his hand to signal the T. When two responses serve the same function they are functionally equivalent

3.  http://depts.washington.edu/stppbs/index.html

4. 1. Analyze the data --- determine the function. 2. Develop hypothesis statements. 3. Identify a situation in which you can consistently implement an intervention. 4. Based on that situation or problem behavior (hypothesis), menu a variety interventions 5. Choose one set of interventions 6. Make sure that you have buy in

5. setting event/ context/antecedent (when this happens) describe the target behavior (the student does) Maintaining consequence (for what purpose obtain/ escape/Avoid) When presented with a written academic demand, Heather will yell at the teacher and drop to her desk sobbing T. ignored her and Heather escaped the writing task When asked to return the preferred item after a break Eryn will pinch or biteT. Gives more time to access the item (obtain item) If woken before alarm, and not given a pancake for breakfast and then asked to engage in an independent activity Sam will bang his head and repeat over and over “they woke me up,” and “they did not give me pancakes T. Redirected to work

6. when this happens (setting event /context/antecedent) the student does (describe the target behavior) for what purpose (obtain/escape/ avoid) When Nick has to wait for the bus and he is presented with a difficult task screams, swings his arms to escape having to do the work When Annie has been working independently on a math assignment Wanders the classroom picking at her classmates to obtain attention When Annie has been working independently on a math assignment Wanders the classroom picking at her classmates to escape the task

7. Desired Maintaining BehaviorConsequences When presented withHeather yelled and T. ignored and H. a writing taskdropped head to desk escaped writing SettingAntecedentProblemMaintaining EventEventBehaviorConsequence Replacement Behavior

8. Complete Task completed AssignmentEscape Desired Maintaining BehaviorConsequences When presented withHeather yelled and T. ignored and H. a writing taskdropped head to desk escaped writing SettingAntecedentProblemMaintaining EventEventBehaviorConsequence Replacement Behavior

9. Complete Task completed AssignmentEscape Desired Maintaining BehaviorConsequences When presented withHeather yelled and T. ignored and H. a writing taskdropped head to desk escaped writing SettingAntecedentProblemMaintaining EventEventBehaviorConsequence Ask for Assistance Replacement Behavior

10.  Irrelevant ◦ Child no longer needs to use problem behaviors to achieve wants/needs  Ineffective ◦ Problem behavior no longer enables the child to achieve the function of his/her behavior  Inefficient ◦ Problem behaviors require much more effort and time to achieve purpose compared with acceptable behavior.

11. History of Reinforcement Students come to us with a long history of being reinforced for particular behaviors

12.  Address immediate antecedent events in the child ’ s environment that predict or trigger problem behavior.

13. State the reinforcer to be delivered prior to the completion of a task or activity in which a problem behavior occurs. Examples “ If you will sit at the booth during dinner, we will order some ice cream. ” “ When you finish your math worksheet you can look at the magazines ”

14. Steps for Implementation 1.Assess preferences and reinforcers. a.Make a list b.Observe c.Provide Choices 2. Deliver the request by stating the reinforcer to be delivered when the request is completed. 3. Child receives reinforcer AFTER engaging in and completing the activity.

16. Engaging a child in an activity or object to distract him/her from the event in which the child usually engages in challenging behavior. Examples Giving children colors to work with while waiting for dinner. Letting a child listen to a tape recorder while riding in the car/bus.

17. Steps for Implementation 1.Identify objects that are preferred. 2.Identify objects that do not interfere with the target activity. 3.Engage child with the preferred object before beginning target activity or at point prior to which challenging behavior will occur.

19. Examples “ Do you want to do the worksheet first or the reading first ” “ Do you want to brush your teeth or wash you face? ” “ Do you want to use the markers or the crayons? ” Offering choices of materials to be used, components of an activity, or undesired activities when presenting a request.

20. Steps for Implementation: 1.Identify activities in which choices can be offered 2.Identify an array of choices within activity. 3.Offer choices prior to the child engaging in challenging behavior.

22. Examples  “ If you will put up three legos, I will put up three legos.”  “If you do the first three problems, I will do the next one.” Sharing the responsibilities of the task or activity in which a child typically exhibits challenging behaviors.

23. Steps for Implementation 1.Identify activity. 2.Split the responsibilities of the task. 3.Prior to the child ’ s engaging in challenging behavior, present the task demand in a collaborative fashion. NOTE: This intervention is effective for those children that engage in challenging behavior to escape from an activity and obtain attention.

24. Examples At the lunch table, the child begins to get fidgety. Mom says, “Two more bites.” Dad sees someone and stops to talk, Margaret starts to complain that she wants to leave, Dad says, “One more minute.” Teaching the child to (a) stay engaged in a task/activity, or (b) wait for a desired object for longer periods of time.

25. Steps for Implementation 1.Identify the situation 2.Identify the shortest amount of time that the child will wait before exhibiting behavior. (CTP) 3.Choose a delay signal and a release signal. 4.Engage the child in the activity.

26. Steps for Implementation (cont.) 5.Deliver the delay signal prior to the critical time period. 6.Continue engagement for a short time longer. 7.Deliver a release signal and reinforcement (e.g., release student from task, deliver requested object/tangible). 8.Gradually increase time child has to wait between signal and delivery of activity/object

27. A set of simple requests delivered just prior to a request in which the child typically does not comply. TeacherChildConsequences Alan, give me five.Gives fiveTeacher gives praise Touch your ears.Touches earTeacher gives praise What is on your shirt? Says “Batman”Teacher gives praise Sit in your chair.Sits in chair.Teacher gives praise

28. 1. Identify those requests that the child typically will complete. These tasks should be easy and quick to complete (High‑p requests) 2. Identify those requests in which the learner will not complete 3. Validate those requests. 4. Deliver three high-p requests immediately prior to delivering the low-p request. 5. Provide some type of feedback (i.e., praise, gesture, tangible)

29. Setting Events Antecedent Strategies Skill Development Consequence Strategies

30.  Address the communication, social, and adaptive living skill deficits and needs of children with disabilities.  Strategies are linked to the skill deficits that are associated with the occurrence of problem behavior.

31. General Rules for Implementing  Do not continue to reinforce the problem behavior  Minimize the probability that a problem behavior will occur prior to the acceptable communicative response  If possible, select a new response that is already part of the child’s existing repertoire.  Try to incorporate the natural maintaining contingencies offered by the natural environment

32. A socially acceptable request to:  withdraw from an uncompleted task with the expectation of returning (requesting a break)  gain someone’s attention (request attention)  gain someone’s assistance from someone (request assistance)  solicit praise or confirmation of completed work (request a work break)

33. Steps for implementation 1. Determine how long the child will stay with the task before engaging in the problem behavior 2. Just prior to arriving at this point, provide the child with the event to match the specific request you are trying to teach (escape, assistance, attention). For example, if you are trying to teach the child to request a break, immediately prior to the point in which problem behavior usually exists, release the child from the task.

34. Steps for implementation (cont.) 3. Once the task has been associated with reinforcement (release from the task), prompt the child to request at the critical point before problem behavior occurs. 4. After a correct response, the child should be immediately provided the action to match the response 5. Over time, fade the prompts necessary for the child to make the desired request. 6. If the child begins to use the communicative response earlier, establish additional conditions.

35. A socially acceptable response to avoid contact with an undesired activity, person, or object.  When given brussels sprouts at dinner, Karen says “Don’t like,” and they are removed.  Right before gym time, Ryan signs “all done” and does not have to go to gym.

36. Steps for implementation 1. Identify the earliest possible at which the child attends to the approach of the undesired event without engaging in problem behavior 2. Reinforce the absence of problem behavior 3. Prompt or model the desired response in the presence of the undesired event 4. Shape successfully better approximations or gradually reduce the child’s reliance on prompts. 5. Insure that rejecting is used conditionally

37. Tertiary Interventions Changing the Consequences

38. They are hard to do They require you to do an FBA They require consistency They must be individualized Often lack social validity Not as effective as people think

39. Consequences occur after the behavior They can be planned or unplanned Natural or artificial

40. Reinforcement A consequence that increases or maintains behavior Can be positive or negative Is administered contingently upon production of requested response.

41. RewardReinforcer has a demonstrated strengthening effect on behavior. form of compensation that is assumed to strengthen behavior

42. For what behavior the student will receive a token? How many tokens will it take to get the reinforcer? When can the student trade- in the tokens?

43. Punishment A consequence that decreases behavior Can be positive or negative Disadvantages: --Withdrawal --Initial increase in behavior --peer reactions

44. Contingent EffortReprimand

45. Define behavior Collect data Determine function Make sure reinforcement is in place Implement with fidelity Monitor progress

46. Time out from positive reinforcementExtinction Loss of privilege Response Cost

47. Identify reinforcer that maintains behavior (e.g., tangible, attention). Remove access to the reinforcer Make Time In as reinforcing as possible Keep time out period as short as possible Release child from TO contingent on acceptable behavior. Try teaching acceptable behavior first

48. behavior that has been previously reinforced is no longer reinforced Possible extinction burst Identify source of reinforcement Withhold reinforcement Maintain extinction for a sufficient amount of time Combine extinction with other strategies

49. Identify reinforcer to be lost or removed Determine what behaviors will result in a loss How will the student earn the reinforcer back? Monitor behavior to be sure response cost is effective

50. DATA, DATA, DATA Power of changing consequences is limited The real power of behavior change is in teaching alternatives and prevention

51.  The summary or hypothesis statement/function behavior plan diagram serves as the foundation for an effective Positive Behavior Support Plan  You must consider the perspective of all of your team members.

52. Setting Events Antecedent Strategies Skill Development Consequence Strategies Pre-specify the Reinforcer Teaching to request assistance Deliver reinforcement for minimal engagement Provide choices of what she will write about Provide Graphic Organizer High-p Requests

53.  Do key members believe the support strategies can be implemented during routine/activity?  Does the plan take into consideration all of the individuals who may be involved during the routine?  Are the strategies congruent with values and beliefs?  Are there materials and resources to implement the plan during the routine?

54. setting event/ context/antecede nt (when this happens) describe the target behavior (the student does) Maintaining consequence (for what purpose obtain/ escape/Avoid) When asked to return the preferred item after a break Eryn will pinch or bite T. Gives more time to access the item (obtain item)

55. 1. Consistent use of a visual schedule across the school day 2. Reinforcer Assessment 3. Consistent use of reinforcement across the school day

56.  Transition from Break to Work Tasks 1. Pre-specify a reinforcer prior to a work demand 2. Delay reinforcement 3. Use of a timer to indicate end of break  Consequence Strategies 1. Access reinforcement appropriately 2. Access reinforcement appropriately 3. Gives up reinforcer appropriately

57.  Transition from Break to Work Tasks 1. Appropriately request more time with reinforcer 2. Appropriately give up reinforcer (i.e. into a box/basket)  Consequence Strategies 1. Access reinforcement appropriately 2. Gives up reinforcer appropriately