1. Behavior 101 Krista Fay, LCSWJennifer DeFelice, LCSW K-12 Positive Behavior CoachSchool Social Worker/Therapist Department of Innovation and TransformationROOTS ProgramIndianapolis Public Schools faykri@myips.orgfaykri@myips.org defelice@myips.orgdefelice@myips.org

2. Learning Objectives  Behavioral foundation  Theory  Education  Guiding beliefs  Language  Function  Tools  Frequency or count  Minute-by-minute  Latency  Duration  Partial Interval  ABC  Application  Matched Interventions

3. Foundation: Theory  Applied Behavior Analysis  Behavioral Theory  Observable behavior  Biological basis  Learned and serves a purpose

4. Foundation: Education  It’s all about relationships  Educators know students will do anything for us when they trust us and believe we care about them  Remember that misbehavior is a teaching opportunity  Be careful if you assume a child knows the rules and is choosing not to follow them

5. Diagnostic Categories… have limited usefulness. They don’t provide us information about what skills need to be taught. For Example: o ADHD o Bipolar Disorder o Anxiety Disorder o ODD Foundation: Education

6. Foundation: Guiding Beliefs Previous Thinking  This student is being manipulative  Students will do well if they want to New Thinking  This student has learned a behavior and it is serving some purpose  Students will do well if they can

7. Language: Common Understanding  Behavior  Observation Data  ABC Data  Function  Consequence  Extinction  Reinforcement  Positive  Negative  Punishment

8. Language: Behavior  Learned and serves a purpose  Observed, measured, repeated  Defining behavior explicitly to pass The Stranger Test  Include examples and non-examples  Goals: observable, easy to collect/assess, easy to summarize, link to decisions/actions  Consider: topography, duration, latency, intensity, locus, speed or frequency Sugai, G. (2010)

9. Language: Behavior Definition Example  Ask yourself… Is the definition of the behavior Objective (is it observable and measurable)? Clear (unambiguous, can be read, repeated, and paraphrased by other observer)? Complete (uses both examples and non-examples)? Grant Wood Area Education Agency – Central Region Learning Supports Team (2010-2011)

10. Language: Behavior Definition Example Aggression:  EXAMPLES: when escalated will grip adult arms, hit/slap at adults, kicks, tears things off walls, attempt to bite, self-harming (pull at eyelashes, eyebrows, pick at fact, hit head against window)  NON-EXAMPLES: holding hands, taking things off the wall by adult request, giving high fives Destructive Behavior  EXAMPLES: Throwing objects, pulling books off shelf to floor, tearing up items  NON-EXAMPLES: Messing up own papers, scribbling, not working Disruptive Behavior:  EXAMPLES: rolling around on the floor, laying on the floor, running around the room, throwing materials, yelling or screaming, blurting  NON-EXAMPLES: yelling if hurt or scared, laying on the floor if during a break, throwing materials intended to be thrown Disruptive Behaviors:  EXAMPLES: Talking back to teacher, calling names, walks away, throws items, lock himself in his locker, climbing on tables or counters, hiding under desks  NON-EXAMPLES: Saying no when given the option to decline, walking away to take a break after requested, throwing trash into the trashcan Refusal  EXAMPLES: Saying “no”, saying something like “I don’t want to do that”, passively refusing to do something or follow direction (putting head down on desk, sitting there), may include yelling and crying  NON-EXAMPLES: Saying/doing these things while actually complying, asking for help when crying/upset Noncompliance :  EXAMPLES: passively refusing to do work (e.g., head on desk, pulling coat over his head), verbal refusal to work or follow a direction (e.g., saying “I’m not going to do that” or saying “no”), failure to initiate work or compliance with the direction within a reasonable period of time (e.g., one minute)  NON-EXAMPLES: waiting to get started on work until help is provided, delaying work briefly for less than one minute (e.g., to sharpen pencil, etc.) Noncompliance  EXAMPLES: Refusal to complete non-preferred tasks, such as shouts/says no, throws items, falls to the floor, blurts angrily, hiding, exits the room  NON-EXAMPLES: Shouting when at recess or when he has permission to shout, dropping items accidentally, falling on the floor due to tripping, asking permission to share angry feelings in an appropriate way, playing hide and seek, and leaving the room with permission

11. Language: Behavior Definition Example  Other dimensions to consider… How much fuller could these examples be? Bicard, S. C, Bicard, D. F., & the IRIS Center. (2012)

12. Language: Observation Data  Objective vs. Subjective  “Observation provides the opportunity to document activities, behavior, and physical aspects without having to depend on peoples’ willingness and ability to respond to questions”  Questionnaires can provide additional insight, but danger in skewed information  Context and relationship  Monitor progress – effectiveness and implementation fidelity of interventions Vanderbilt University Special Education Induction (2011) & Sugai (2010)

13. Observation Data: ABC  A ntecedent  Action/condition that occurs immediately before behavior  B ehavior  Observable, measurable, repeatable  C onsequence  Action/condition that occurs immediately after behavior More on this later…

14. Language: Function  Predictable and contingent consequence event following the occurrence of a behavior  Two man goals of behavior:  Gain  Positive reinforcement – Gaining access to …  Avoid/Escape  Negative reinforcement – Avoiding or escaping from …  Considerations: stimulation, social (adult – peer), tangible  Exact same behaviors may serve difference functions based on context and consequence Sugai, G. (2010)

15. Language: Consequence  Occurs immediately after a behavior  Can either increase or decrease future potential of behavior  Difference between Consequences and Maintaining Consequences  Reinforcing consequences increase the chance of any behavior producing positive outcomes  Punishing consequences decrease change of any behavior producing non- preferred outcomes  Response-cost  Extinction Maurin, H. (2010)

16. Language: Extinction  Not providing reinforcement for behaviors that have previously been reinforced with intention of reducing occurrence of behavior  Requires intense consistency  Behaviors may occur bigger, faster, harder, stronger, longer before subsiding  May spontaneously reappear  While behavior is on extinction, must be vigilant in reinforcing desired/appropriate/replacement behaviors  Absence of behavior is not goal – correct application of replacement behavior is! Vanderbilt University Special Education Induction (2011)

17. Language: Reinforcement  Strengthens or maintains behavior  Positive  Provide something that increases chance of behavior occurring  Negative  Remove something aversive that increases change of behavior occurring Maurin, H. (2010)

18. Language: Reinforcement Schedules Vanderbilt University Special Education Induction (2011) Reinforcement Schedule ExtinctionIntermittent Interval FixedVariable Ratio FixedVariable Continuous

19. Language: Punishment  Decrease behavior by introduction of aversive stimulus  Plus :  May stop behavior temporarily  Negative:  Does not teach needed skill (only teaches what NOT to do)  Self-esteem  Escape  Relationship damage  TEMPORARY  If you are having to continually apply punishment, this is not effective  Performance deficit vs skill deficit Vanderbilt University Special Education Induction (2011)

20. How do we influence behavior? If you want to INCREASE likelihood of behavior being repeated  Positive Reinforcement  Paycheck for working  Soda out of vending machine  Negative Reinforcement  Tylenol to remove headache  Hitting the snooze button on alarm clock If you want to DECREASE likelihood of behavior being repeated  Extinction  Punishment Maurin, H. (2010) & Vanderbilt University Special Education Induction (2011)

21. Application: What do we do now?  Using common language, define targeted behavior, and collect data  Tools for collecting observation data  Frequency or count  Minute-by-minute  Latency  Duration  Partial Interval  ABC Riffel, L. (2015)

22. Tools: Frequency or Count Data Riffel, L. (2015)

23. Tools: Minute by Minute Riffel, L. (2015)

24. Tools: Latency Riffel, L. (2015)

25. Tools: Duration Riffel, L. (2015)

26. Tools: Partial Interval Riffel, L. (2015)

27. Tools: Dr. Riffel ABC Data Collection Riffel, L. (2015)

28. Tools: Dr. Riffel ABC Data Collection Riffel, L. (2015)

29. Tools: Dr. Riffel ABC Data Collection Riffel, L. (2015)

30. Tools: Dr. Riffel ABC Data Collection Riffel, L. (2015)

31. Application  Define behavior  Collect data  Subjective  Objective  Identify function  Match interventions  Replacement behaviors

32. Application: Replacement Behaviors  When you are considering replacement behaviors, attention must be given to MATCHING the intervention to the FUNCTION of the behavior  Dimensions for consideration:  Are the strategies proactive?  Do the strategies teach functional skills to replace the behavior of concern?  Are the strategies positive (include social praise and motivation)?

33. Application: Matched Interventions - Example Attention  Increase attention for appropriate behaviors …LOTS of it!  Withhold attention for problem behaviors (ignore or NEUTRALLY redirect)  Teach acceptable alternatives  Use time-out as a last resort  Give verbal reprimands or other forms of attention  Make eye contact  Lecture  Argue  Excessively redirect  Process behavior incidents

34. Application: Matched Interventions - Example Escape/Avoidance  Reinforce for compliance…frequently  Teach how to seek help (and reinforce when student does this)  Reinforce for absence of problem  Initially remove or reduce task demands, then gradually increase or reintroduce task demands  Remove the assignment  Send the student to the office  Use time-out  Suspensions

35. Replacement Behaviors  Behavior is like an iceberg  What we see above the surface is not the source of the problem  If we respond to what is above the water, it is still possible to crash

36. Application: Replacement Behaviors  At the surface, we may only see the problem behaviors:  blurting out  using profanity  displaying aggression  property destruction  It may be difficult to see the skill deficits “below the water”:  how to get attention  how to ask for help  how to ask for a turn  how calm down

37. Application: Replacement Behaviors Once a plan has been implemented…  It may take a few weeks to “feel” change with problem behaviors that have occurred frequently  Problem behaviors often get worse before they get better  It is only an opinion unless you have data to back it up - data is what tells us if it’s working  It is important to be consistent-reinforcing behavior intermittently is the most powerful way to ensure that the behavior to continues (is this what you want?)

38. Sources  Bicard, S. C, Bicard, D. F., & the IRIS Center. (2012). Defining behavior. Retrieved on August 15, 2015 from http://iris.peabody.vanderbilt.edu/case_studies/ICS-015.pdf http://iris.peabody.vanderbilt.edu/case_studies/ICS-015.pdf  Sugai, G. (2010). Using behavioral observation data for individual intervention decision making. Retrieved August 15, 2015 from www.pbis.orgwww.pbis.org  Maurin, H. (2010). The ABC’s of applied behavior analysis. Symposium conducted at the meeting of the Family Resource Network, San Joaquin, CA. Retrieved from http://www.frcn.org/pdfs/symposium2010/5/Consortium-Behavior.pdf http://www.frcn.org/pdfs/symposium2010/5/Consortium-Behavior.pdf  Taylor-Powell, E. & Steele, S. (1996). Collecting evaluation data: Direct observation. Madison, WI: University of Wisconsin Cooperative Extension Service.  Overview of the basic principles of applied behavior analysis. (2011). Nashville, TN: Vanderbilt University Special Education Induction. Retrieved from https://my.vanderbilt.edu/specialeducationinduction/files/2011/09/1- ABA-Principles-for-Classroom-Management.pdfhttps://my.vanderbilt.edu/specialeducationinduction/files/2011/09/1- ABA-Principles-for-Classroom-Management.pdf  Riffel, L. (n.d.). Retrieved August 15, 2015, from http://behaviordoctor.org/material-download/ http://behaviordoctor.org/material-download/