1. Daniel L. NoackLeSage, M.A. Board Certified Behavior Analyst A Discussion of Effective Behavior Intervention for Challenging Students

2. 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 Avoid the use of Punishment Appropriate Behavior Reinforcement

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

5. Students #1 and #2 Student #1: When students arrive to the classroom, they are allowed free time until 8:15am. This student is usually very efficient in this transition. When it is time to start class work, this student becomes disruptive and demands more free time. Information: 5-year-old, typically developing, grades are above average Behavior: Crying, Throwing Objects, Hitting (teacher) Student #2: During group lesson activities, this student often will call out without hand raising and will often intentionally give wrong or non-sense answers when called upon. When the student calls out without hand raising, the teacher will verbally reprimand in an attempt to maintain classroom control and set an example for other students. When the student intentionally gives incorrect answers, the teacher also verbally reprimands. This is often very entertaining to other students. This behavior is only seen during this class period (math). The student has been written up and served many days in Clinic / TOR / ISS. Information: 13-year-old, typically developing, grades are average to bellow average Behavior: General Classroom Disruption, Verbal Disrespect, Calling Out

6. Student #1 Student #1: When students arrive to the classroom, they are allowed free time until 8:15am. This student is usually very efficient in this transition. When it is time to start class work, this student becomes disruptive and demands more free time. Information: 5-year-old, typically developing, grades are above average Behavior: Crying, Throwing Objects, Hitting (teacher) Primary Function: Escape from work Secondary Function: Access to Tangible Interventions: Denial of escape paired with Three Step Prompting Planned Ignoring of inappropriate behavior Effective Instructions paired with Three Step Prompting Contingent Access to preferred items following task completion Possible: Reduction in task demand with gradual return to norm Possible: Token Economy System with visual self management

7. Student #2 Student #2: During group lesson activities, this student often will call out without hand raising and will often intentionally give wrong or non-sense answers when called upon. When the student calls out without hand raising, the teacher will verbally reprimand in an attempt to maintain classroom control and set an example for other students. When the student intentionally gives incorrect answers, the teacher also verbally reprimands. This is often very entertaining to other students. This behavior is only seen during this class period (math). The student has been written up and served many days in Clinic / TOR / ISS. Information: 13-year-old, typically developing, grades are average to bellow average Behavior: General Classroom Disruption, Verbal Disrespect, Calling Out Primary Function: Access to Attention Secondary Function: Escape from task demand (with answers and via write ups) Interventions: Appropriate Academic Interventions Planned Ignoring paired with reinforcement for peers Catching Being Good (sitting quietly, participating with peers, correct answers) Peer Involved Three Step Prompting Attention focused classroom dynamics (also pre and post class time) Possible: Get Out of Class Free Card

8. Student #3 Student #3: This student engages in various forms of verbal disrespect, escape from designated area, inappropriate peer interactions, aggression towards peers and adults, vocal and physical classroom disruption, and non-compliance to all varieties of academic and non-academic instructions. Observations have been made that this student is highly reactive to attention (often escalating the behavior) and frequently/intensely demand both escape from academics and access to preferred items. This student is quick to form and to sever relationships with both peers and adults. This student also frequently/intensely bases most interactions on self-serving interests. Information: 8-year-old, ED Diagnosis, Regular Education Inclusion Classroom Behavior: Non-Compliance, Verbal Disrespect, Aggression (hitting, kicking, spitting, biting, pushing, pulling), Property Destruction, Inappropriate Vocalizations, Elopement, Personal Space Invasion Function of Behavior: All of the above

9. Student #3 Information: 8-year-old, ED Diagnosis, Regular Education Inclusion Classroom Behavior: Non-Compliance, Verbal Disrespect, Aggression (hitting, kicking, spitting, biting, pushing, pulling), Property Destruction, Inappropriate Vocalizations, Elopement, Personal Space Invasion Function of Behavior: All of the above Interventions: Appropriate Academic Interventions Alternative Daily Schedule Reduced Daily Schedule (mandatory 20 day increase) Token Economy System (25min work for 10min break) Individualized Instruction in the classroom Planned Ignoring (reinforcement of peers for ignoring) Denial of Escape from academic demands (in the moment, finish during preferred activity, homework) Whole Day Bonus Reward Denial of access to escape locations (Clinic and Principal’s Office)

10. Students #4 and #5 Student #4: 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 Student #5: Student engages in kleptomania on a daily basis. The student routinely steals food and expensive items, hoards these items, and attempts to take them home. After interviewing the student, you find out that the parents have encouraged these behaviors due to a lack of resources at home. Parents often encourage (and teach) these behaviors outside of school. Information: 9-year-old, no known diagnosis Behavior: Kleptomania, hoarding, lying

11. Student #4 Student #4: 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

12. Student #5 Student #5: Student engages in kleptomania on a daily basis. The student routinely steals food and expensive items, hoards these items, and attempts to take them home. After interviewing the student, you find out that the parents have encouraged these behaviors due to a lack of resources at home. Parents often encourage (and teach) these behaviors outside of school. Information: 9-year-old, no known diagnosis Behavior: Kleptomania, hoarding, lying Function of Behavior: Access to Tangible Items, Attention from Parents Interventions: Token Economy System for Appropriate Behavior (30-minute check in) Non-Contingent Access to Necessary Items (breakfast at school) Behavior Contract focusing on Appropriate Behavior Positive Overcorrection and Restitution (but not Response Cost) Extra-Curricular services for address underlying concerns District Support Services to address family dynamics

13. Students #6 and #7 Student #6: 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 Student #7: 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

14. Student #6 Student #6: 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

15. Students #7 Student #7: 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

16. Using Effective Instructions Good InstructionsPoor Instructions Simple and ShortComplex and Long SpecificVague Use StatementsAsk Questions ConsistentLack Follow Through Clear and Level HeadedEmotional With the Individual’s AttentionWithout the Individual’s Attention Remember to: * Provide an adequate understanding of expectations * * Make the connection between instruction and behavior * Functional Use: Escape (and Tangible)

17. Three Step Prompting 1. TELL the individual what to do: Give clear instruction Wait 5 seconds 2. SHOW the individual what to do: Repeat the instruction Model the exact response OR provide gestures that indicate what you want (e.g. point to object) Wait 5 seconds 3. HELP the individual do it: Repeat the instruction Use hand-over-hand guidance until the instruction is completed Functional Use: Escape (and All)

18. 18 The Concept of Time Out Use as a concept rather than as a location Time Out = denial of desired function Time In = access to desired function Logical duration and contingent on behavior (30sec – 1min of appropriate behavior) Inclusionary Time Out is best Functional Use: All Functions

19. Planned Ignoring Ignore only behaviors that are not harmful Ignore behavior immediately Make ignoring obvious If giving attention, immediately remove it Still catch the individual being good Functional Use: Attention (and Tangible)

20. Catching Being Good Give attention often Give attention as soon as you see any good behavior Give enthusiastic attention No attention if problem behavior occurs Functional Use: Attention (and Tangible) Create CONTINGENT ACCESS when you pair Planned Ignoring with Catching Being Good.

21. Teaching A Better Behavior Identify a specific replacement behavior Identify high probability situations Create high probability situations Practice with the individual Functional Use: All Functions

22. Behavior Economy System Set achievable performance goals ◦ MINUTE, HOUR, DAY, WEEK Structured for monitoring and feedback The reward is either earned or not earned; there is no response cost Goal: Increase appropriate performance

23. Next Steps Discuss as a district: strategies you want to implement more in your district/schools actions that your district/schools needs to do in order to implement these behavior strategies successfully person that could assist in delivering behavior strategies during PD this year