Daniel L. NoackLeSage, M.A. Board Certified Behavior Analyst Part 1: A Discussion of Effective Behavior Intervention for Challenging Students Daniel L. NoackLeSage, M.A. Board Certified Behavior Analyst onestepbehavior@gmail.com www.laspdg.org

Gain knowledge of effective behavioral interventions when addressing students with challenging behavior

Effective Behavior Management All behavior can be linked to the A-B-C model Antecedent – Behavior – Consequence Look for the pattern and discover the function Appropriate interventions are rooted in the function Attention, Tangible, and Escape (Automatic) Part 1: Eliminate the Link Between Inappropriate Behaviors and Functional Consequences Part 2: Create the Link Between Appropriate Behaviors and Functional Consequences Part 3: Practice, Practice, and Practice Again 3

Create a Bias Towards Appropriate Behavior Inappropriate Behavior Extinction Appropriate Behavior Reinforcement Avoid the use of Punishment

Challenging Behavior vs. Crisis What qualifies as challenging behavior? What qualifies as crisis situation? Understanding the subjective nature and establishing objective guidelines

Student #1 Student #1: Due to behavior, this student was placed in “In School Suspension” for 45 days (in the Clinic Room) and the student’s day was shortened to 7:30am-11:30am. At the end of the 45 day period, the student’s day was extended back to normal hours and the student was returned to the regular classroom. After two days, the student regressed back to previously seen sever physical and verbal aggression. This student has been suspended for 90% of the past two years. Information: 12-year-old, ODD diagnosis, suspected Severe Anxiety Behavior: Hitting, kicking, throwing objects, aggressive cursing Function of Behavior: Escape from Academic Activity Interventions: Appropriate Academic Interventions Individualized Instruction (in classroom) Individualized Instruction (via academic interventions) Alternative Daily Schedule (progressive) Token Economy System for Task Completion Non-Contingent Access to Preferred Break Activities Appropriate use of In School Suspension Extra-Curricular Services to address suspected anxiety 6

Student #2 Student #2: This student will engage in inappropriate social behavior (taking objects, not sharing, physical aggression, inappropriate vocalizations) on a daily basis during unstructured and/or social activities (group play, location and activity transition, waiting). This often results in the teacher giving lots of attention in the form of reprimands, and removal from the environment. Information: 7-year-old, no known diagnosis Behavior: Taking objects, not sharing, aggression, inappropriate vocalizations Function of Behavior: Access to preferred items, Attention from peers Interventions: Appropriate Time Out during Social Activities (30seconds, Inclusionary) Teacher Facilitated Social Interactions Role Playing of Appropriate Behavior Planned Ignoring of Inappropriate Behaviors (even when physical separation is necessary) Initial separation during certain activities to an inclusionary location paired with gradual re-inclusion 7

Student #3 Student #3: This student appears unmotivated to participate in daily activities. This student will not engage in classroom activities. This student also will not engage in any ancillary activity other than music class. This student is appropriately respectful to faculty and staff members. However, the student is often reprimanded and written up for lack of participation. Despite a complete lack of classroom participation, this student scores top marks on all tests and assessments. Information: 16-year-old, no known diagnosis Behavior: Non-Compliance Function of Behavior: Passive Escape from Academic Activities Interventions: Altered Academic Program Goals (individualized) Modified daily role and responsibilities (individualized) Contingent Access to preferred items and activities 8

Summer Whitmore swhitm1@lsu.edu www.laspdg.org Summer Whitmore swhitm1@lsu.edu The contents of this PowerPoint presentation were developed under a grant from the US Department of Education, #H323A110003. However those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government.