1. Prevention Proactive Strategies for Producing Desired Behaviors Evidence Based Behavioral Supports Presented by Steven Vitto

2. Interventions Interventions should: Be linked to the results of a data-based functional assessment that answers the question “WHY is the referred problem occurring?” Intervention Plans should identify: Short-term outcomes Long-term outcomes Implementation steps and needed resources Time-frame needed before outcomes will be seen How implementation integrity and outcomes will be evaluated

3. Behavior Mantra: “It is easier to prevent a behavior from occurring than to deal with it after it has happened.”

4. If you’ve told a child a thousand times and she/he still doesn’t understand, then it is not the CHILD who is the slow learner! Anonymous 4

5. Barriers to Successful BIPS not including all team members (including parents and the student) in the development, implementation and evaluation of the plan having too vague a definition of a target behavior incomplete measurement or data collection an inaccurate hypothesis inappropriate interventions a lack of skill or support to carry out the interventions failing to take into account other issues (like environment, culture, mental health, physical health, drug use, out of school activities, etc.) that are affecting the student's behavior.

6. Measurable Goals Measurable goal has 4 parts Measurable goal has 4 parts Condition – Condition under which behavior is performed Student’s name Clearly defined behavior – clearly defined, observable behavior Performance Criteria Performance criterion – functional performance level Number – number of times behavior is performed at criterion level Evaluation schedule - frequency of assessment Adapted from Strategies for Writing Better Goals and Short Term Objectives or Benchmarks by Benjamin Lignugaris/Kraft Nancy Marchand-Martella and Ronald Martella Sept/Oct 2001 Teaching Exceptional Children

7. Measurable Goals During recess and classroom free time, Joe will eliminate all physical and verbal threatening behaviors during five consecutive observations during a ten day period. Condition – During recess and classroom free time Student’s name – Joe Clearly defined behavior – physically and verbally threatening behavior Performance criteria – Performance criterion – eliminate all Number – 5 consecutive Evaluation schedule – during ten day period

8. Measurable Goals When given writing assignments in targeted classes, Chad will seek feedback/assistance (raise hand and request assistance in quiet voice, or place marker on desk) with no more than two reminder cards for 80% of daily probes for 2 consecutive weeks within 18 weeks. Condition – Student’s name – Clearly defined behavior – Performance criteria – Performance criterion – Number – Evaluation schedule –

9. The Behavior-Instruction Connection Procedures for Academic ProblemsProcedures for Behavioral Problems *Assume student is trying to make the *Assume student is not trying to make correct response the correct response *Assume error was accidental *Assume error was deliberate *Provide assistance (model-lead-test) *Provide negative consequence *Provide practice*Practice not required *Assume student has learned the skill *Assume student will make the right and will perform correctly in future choice and behave in future (as a result of the application of the negative consequence) Infrequent Errors

10. The Behavior-Instruction Connection Procedures for Academic ProblemsProcedures for Behavioral Problems *Assume the student has learned*Assume student refuses to cooperate the wrong way *Assume student has been taught*Assume student knows what is right (inadvertently) the wrong way and has been told often enough *Diagnose the problem*Provide more negative consequences withdraw student from normal context *Adjust presentation, use effective *Provide more negative consequences instructional strategies, provide maintain removal from normal context feedback, practice & review *Assume student has learned the skill*Assume student has learned his/her lesson Frequent Errors

11. Behavioral Framework A B C  FORM  FUNCTION  SLOW TRIGGERS  FAST TRIGGERS  REWARD  PUNISHMENT

12. Antecedent* Pay close attention to: The activity The adult(s) The peer(s) The location/environment The demand or request   Nothing is not an option!!!

14. Deal with behavior problems Separate students with a high probability or history of having behavioral problems Relocate the student, relocate others Change physical environmental factors Move the locale of the activities Use of warnings and loss of privileges may be necessary Only when procedures to increase positive behavior are combined with those to decrease negative behavior do teachers achieve the best results in the classroom. Antecedent Interventions

15. Deal with Difficult Behaviors Provide frequent non-contingent attention and interaction “Fix” difficult tasks Build behavioral momentum Ask for 2-3 likely behaviors before an unlikely behavior. Prompt incompatible, desired behavior

16. Remediating Skill Deficits Link behavior assessment and intervention with instruction in the area of the identified skill deficit. Communication Social Academic Sensory *Challenging behavior should not be viewed as a barrier to teaching communication, social skills, academic skills, or sensory regulation.

17. Three Classes of Prevention 1. Environmental Enhancements 2. Teaching Students Replacement Skills 3. Enhancing Staff Competencies and Approach Strategies

18. Five Conditions of Potential Impact Setting Event Strategies Setting Event Strategies Antecedent Strategies Antecedent Strategies Alternative Behavior Strategies Alternative Behavior Strategies Reinforcement Strategies Reinforcement Strategies Consequence Strategies Consequence Strategies

20. An Initial Line of Inquiry Strengths of student: What the student does well. Student’s strengths, gifts, & talents. Slow Triggers (Setting Events) Fast Triggers (Antecedents) Behavior Problem Actual Consequences Perceived Function

21. An Initial Line of Inquiry Strengths of student: What the student does well. Student’s strengths, gifts, & talents. Slow Triggers (Setting Events) Fast Triggers (Antecedents) Behavior Problem Actual Consequences Perceived Function An observable and measurable description of the behavior(s) of concern.

22. An Initial Line of Inquiry Strengths of student: What the student does well. Student’s strengths, gifts, & talents. Slow Triggers (Setting Events) Fast Triggers (Antecedents) Behavior Problem Actual Consequences Perceived Function Events with a discrete onset and offset, that occur immediately before the challenging behavior (e.g., task demand, teacher direction, social interaction) An observable and measurable description of the behavior(s) of concern.

23. Slow Triggers (Setting Events) Fast Triggers (Antecedents) Behavior Problem Actual Consequences Perceived Function Events that may occur before and/or during the targeted response that causes the student to respond to a “typical” situation in an “atypical” way. Specific conditions, events, or activities that make the problem behavior worse? (missed meds, academic failure, conflicts at home, lack of sleep, missed meals, poor interactions with peers/teacher(s), school/classroom behavioral expectations unclear… Events with a discrete onset and offset, that occur immediately before the challenging behavior (e.g., task demand, teacher direction, social interaction). “Make it Happen” An observable and measurable description of the behavior(s) of concern. An Initial Line of Inquiry Strengths of student: What the student does well. Student’s strengths, gifts, & talents.

24. Slow Triggers (Setting Events) Fast Triggers (Antecedents) Behavior Problem Actual Consequences Perceived Function Events that may occur before and/or during the targeted response that causes the student to respond to a “typical” situation in an “atypical” way. Specific conditions, events, or activities that make the problem behavior worse? (missed medication, history of academic failure, conflict at home, missed meals, lack of sleep, history of problems with peers… Events with a discrete onset and offset, that occur immediately before the challenging behavior (e.g., task demand, teacher direction, social interaction) An observable and measurable description of the behavior(s) of concern. Those events that occur after the behavior (e.g., peer attention, escape task) or as a result of the behavior (e.g., time out, suspension, detention, …) What usually happens after the behavior occurs? (e.g., teacher’s reaction, other students’ reactions, power struggle …) An Initial Line of Inquiry Strengths of student: What the student does well. Student’s strengths, gifts, & talents.

25. Slow Triggers (Setting Events) Fast Triggers (Antecedents) Behavior Problem Actual Consequences Perceived Function Events that may occur before and/or during the targeted response that causes the student to respond to a “typical” situation in an “atypical” way. Specific conditions, events, or activities that make the problem behavior worse? (missed medication, history of academic failure, conflict at home, missed meals, lack of sleep, history of problems with peers… Events with a discrete onset and offset, that occur immediately before the challenging behavior (e.g., task demand, teacher direction, social interaction) An observable and measurable description of the behavior(s) of concern. Those events that occur after the behavior (e.g., peer attention, escape task) or as a result of the behavior (e.g., time out, suspension, detention, …) What usually happens after the behavior occurs? (e.g., teacher’s reaction, other students’ reactions, power struggle …) Obtain Escape or Avoid An Initial Line of Inquiry Strengths of student: What the student does well. Student’s strengths, gifts, & talents.

26. Slow Triggers (Setting Events) Fast Triggers (Antecedents) Behavior Problem Actual Consequences Perceived Function Events that may occur before and/or during the targeted response that causes the student to respond to a “typical” situation in an “atypical” way. Specific conditions, events, or activities that make the problem behavior worse? (missed medication, history of academic failure, conflict at home, missed meals, lack of sleep, history of problems with peers… Events with a discrete onset and offset, that occur immediately before the challenging behavior (e.g., task demand, teacher direction, social interaction) An observable and measurable description of the behavior(s) of concern. Those events that occur after the behavior (e.g., peer attention, escape task) or as a result of the behavior (e.g., time out, suspension, detention, …) What usually happens after the behavior occurs? (e.g., teacher’s reaction, other students’ reactions, power struggle …) Obtain Escape or Avoid An Initial Line of Inquiry Strengths of student: What the student does well. Student’s strengths, gifts, & talents.

27. Generating & Prioritizing Recommendations * * Select interventions that will make the problem behavior irrelevant (e.g., preventive, slow and fast trigger strategies) * * Select interventions that will make the problem behavior inefficient (e.g., disregard, consequences to discourage challenging behavior) * * Select interventions that will make the problem behavior ineffective (e.g., teach alternative competing strategies and reinforce, ensuring alternative behavior is as, or more, effective and efficient than challenging behavior) * * Identify long/longer term desired behaviors and teaching strategies to teach them. * * Develop an effective strategy to monitor and evaluate outcomes.

28. Generating & Prioritizing Recommendations * * Select interventions that will make the problem behavior irrelevant (e.g., preventive, slow and fast trigger strategies) Examples: Limited number age-similar friends (slow trigger) Ideas? Parents recently divorced (slow trigger) Ideas? Being corrected for errors in class (fast trigger) Ideas?

29. Generating & Prioritizing Recommendations * * Select interventions that will make the problem behavior irrelevant (e.g., preventive, slow and fast trigger strategies) * * Select interventions that will make the problem behavior inefficient (e.g., disregard, consequences to discourage challenging behavior)

30. REPLACEMENT BEHAVIOR

31. SWEARING ESCAPE TASK DEMANDS (WRITING) Function Behavior

32. REPLACEMENT BEHAVIOR SWEARING ESCAPE TASK DEMANDS (WRITING) REQUEST A BREAK Behavior Function

33. REPLACEMENT BEHAVIOR SWEARING ESCAPE TASK DEMANDS (SPECIFICALLY WRITING) ESCAPE TASK DEMANDS (SPECIFICALLY WRITING) REQUEST A BREAK SWEARING !?!? EXTINCTION 1 2

34. Replacement Behavior Components: * Identify functionally equivalent replacement behavior. * Replacement Behavior (teaching and maintaining) Consider… Is the replacement behavior effective and efficient for the student to use? The Response Effort: how difficult is it for the person to perform the behavior? (physically and/or cognitively)

35. Replacement Behavior  Identify a plan for instruction in the replacement behavior  Identify plan for systematically adjusting the use of the replacement behavior requirements over time (based on data and reliant upon instruction)

36. Competing Behavior Model Setting Events/ Slow Triggers Antecedents/ Fast Triggers Desired Behavior Problem Behavior Replacement Behavior Reinforcing Consequence alternative, functionally equivalent behavior Long-term desired behavior

37. Competing Behavior Model Setting Event Antecedent Desired Behavior Problem Behavior Replacement Behavior Reinforcing Consequence Academic engagement Anger Control Self Management Request to leave class/school Verbal & Physical Aggression Profanity Limited group of friends Lack of sleep Peer negative comments about size/physique or character Adult directions/ comments provided in officious, chiding, or condescending fashion Escape current demands/ situation Personal satisfaction Passing grades Enlistment in military

38. SettingStimulus Problem Consequence Perceived Antecedent Antecedent Behaviors Function (Slow Trigger)(Fast Trigger) More likely if When Curtis is Curtis yells Sent to office Curtis escapes the little sleep the asked to obscenities task/assignment night before. complete difficult and/or throws because he doesn’t or non-preferred objects like to make errors More like likely math and in front of his peers if teacher talks reading tasks and he doesn’t know to him about his how to ask for grades or behav- help without feeling ior at beginning others think he is of class stupid. More likely during Talking to girls Curtis is late Teacher scolds, Curtis gets teacher class changes in the hallway. for class, often writes an office and peer attention. in the hall ends in power referral, often Often escapes class struggle with goes to office. or assignment. We Curtis going to think he likes being the office acknowledged for being with girls & has little rapport with the teacher. Curtis’ Initial Line of Inquiry

39. From Hypothesis to Strategies when this occurs… Slow trigger Strategies Fast trigger strategies Alternative/ Competing Behavior Skills: Teaching Strategies: Long Term Desired Skills: Teaching Strategies: Reinforcement Strategies: Alternative Behaviors: Long Term Skills: Class Behavioral Expectations Reduction/ Punishment Strategies Given these circumstances Slow Triggers Fast Triggers the person does… Problem Behavior in order to… Get/Avoid because… Function

40. Given these circumstances…  Sickness  Missed meals  Missed medicine  Conflicts with certain peers  Mrs. Coffey being absent when this occurs….  Other students unwilling to play/interact with Dominick  Standing in line near someone with whom he does not get along  Other students teasing him  Mrs. Coffey being out of sight  Unstructured time (playground, transitioning in line from or to classroom) person does…  Hits  Pinches  Grabs another person with both arms  Spits on another person (Sometimes scowls/grimaces and clinches fists before engaging in one of the other behaviors) (May cry or scream after behavior) in order to…  Gain peer attention/ interaction  Terminate/Avoid undesired peer interaction  Cope with frustration of other students unwilling to play/interact with him Building DJ’s Hypothesis(es) to the Function(s)

41. Slow Trigger Strategies Call home if DJ has a fever or is throwing up Let DJ lie down Provide snacks/ food if DJ is hungry Use cooperative groups/teams/ structures Develop and use social stories to let DJ know that Mrs. Coons is absent and what happens when she is absent Fast Trigger Strategies Develop and use T- charts to teach rules for line and playground Provide guidance to substitute teachers Teach DJ to move places in line Role play appropriate peer attention getting/interaction skills Role play appropriate avoidance/termination of peer interaction skills Develop and use social stories to let DJ know that when Mrs. Coons is not close to him what he should do Alternative Skills Teaching Strategies Teach DJ to use self-management strategy to cope with frustration when other student(s) are not willing to play/interact with him or when the students tease him. Teach DJ to initiate peer interaction appropriately Teach DJ to avoid/terminate peer interaction appropriately Reinforcement Strategies Verbal praise Hugs Positive PEP cards Stickers Treasure Box Punishment Strategies Classroom System for Rule Infractions: -loose 1 st card -loose 2 nd card -loose 3 rd card -miss play time -sad note home Crisis Level – Goes to ISS for no more than one hour

42. SettingStimulus Problem Consequence Perceived Antecedent Antecedent Behaviors Function (Slow Trigger)(Fast Trigger) More likely if When Curtis is Curtis yells Sent to office Curtis escapes the little sleep the asked to obscenities task/assignment night before. complete difficult and/or throws because he doesn’t or non-preferred objects like to make errors More like likely math and in front of his peers if teacher talks reading tasks and he doesn’t know to him about his how to ask for grades or behav- help without feeling ior at beginning others think he is of class stupid. More likely during Talking to girls Curtis is late Teacher scolds, Curtis gets teacher class changes in the hallway. for class, often writes an office and peer attention. in the hall ends in power referral, often Often escapes class struggle with goes to office. or assignment. We Curtis going to think he likes being the office acknowledged for being with girls & has little rapport with the teacher. Given these circumstances… when this/these things occurs…. student does.. in order to get/avoid …. because… and this happens… Building Hypothesis(es) to Curtis’ Function(s)

43. Hypothesis Statement: When Curtis has had little sleep or has been talked to regarding his grades before class, when he is asked to complete difficult math and reading tasks, Curtis yells obscenities or throws objects. This results in Curtis being sent to the office. Curtis most likely engages in yelling and throwing in order to avoid completing difficult tasks When Curtis has had little sleep or has been talked to regarding his grades before class, when he is asked to complete difficult math and reading tasks, Curtis yells obscenities or throws objects. This results in Curtis being sent to the office. Curtis most likely engages in yelling and throwing in order to avoid completing difficult tasks

44. Social Skill Areas Survival Skills Survival Skills Interpersonal Skills Interpersonal Skills Problem Solving Skills Problem Solving Skills Conflict Resolution Skills Conflict Resolution Skills

45. Social Skill Training Do student learn social and interpersonal skills in a different way than they learn academic skills? Do student learn social and interpersonal skills in a different way than they learn academic skills?

46. Social Skills Training Should schools be responsible for teaching social skills as well as academic skills? Should schools be responsible for teaching social skills as well as academic skills?

47. Teaching Process Academic Teach Teach Demonstrate Demonstrate Practice Practice Monitor Monitor Apply Apply Social Skills Teach Teach Model Model Role Play Role Play Performance Feedback Performance Feedback Transfer of Training Transfer of Training

48. Roleplay Provide student with opportunities to “Practice for Mastery Provide student with opportunities to “Practice for Mastery Opportunities for practice must be positive practice Opportunities for practice must be positive practice New skills need 45 to 70 positive practice opportunities to move to long-term memory New skills need 45 to 70 positive practice opportunities to move to long-term memory

49. Effective Social Skills Training Requirements: Requirements: Universal Language that helps to condition behavior Universal Language that helps to condition behavior Universal teaching process that results in student learning, mastery and self- management Universal teaching process that results in student learning, mastery and self- management

50. To ensure students have prerequisite skills Make certain students have at least a 93% chance of success using the new skill Make certain students have at least a 93% chance of success using the new skill Instruct at the appropriate cognitive and language level Instruct at the appropriate cognitive and language level Verbalize everything for student to learn the “Scripts for Success” Verbalize everything for student to learn the “Scripts for Success”

51. Transfer of Training The process of moving from rule to routine The process of moving from rule to routine Students learn at different rates Students learn at different rates Always be aware of the process and where each student is within that process Always be aware of the process and where each student is within that process

52. Feedback Positive Positive Genuine Genuine Specific Specific Subtle but Effective Subtle but Effective Appreciative Appreciative Corrective Corrective Instructional Instructional Respectful Respectful Objective Objective

53. Acknowledge Appropriate Behavior Make a habit of noticing appropriate behaviors Make a habit of noticing appropriate behaviors Be genuine and personal Be genuine and personal Use positive behavior as an opportunity to develop a positive relationship Use positive behavior as an opportunity to develop a positive relationship Avoid pitting good behavior against “bad” behavior Avoid pitting good behavior against “bad” behavior

54. Ratio of Corrective Feedback 5 to 7 : 1 Positives Negative

55. Positive Feedback Specific and descriptive Specific and descriptive Accurate, contingent and meaningful Accurate, contingent and meaningful Age appropriate and non-embarrassing Age appropriate and non-embarrassing Given in a manner with which YOU are comfortable Given in a manner with which YOU are comfortable Ratios of positive to corrective Ratios of positive to corrective feedback that are predominantly feedback that are predominantly positive (at least 5-1) positive (at least 5-1)

56. Spectrum of Acknowledging Appropriate Behavior Nonverbal Nonverbal Verbal Verbal Activity Activity Item Item