State of South Dakota Special Education Programs Intervening with Students with Problematic Behavior University of Sioux Falls June 20-21, 2016 Kari A.

State of South Dakota Special Education Programs Intervening with Students with Problematic Behavior University of Sioux Falls June 20-21, 2016 Kari A. Oyen, Ed.S. NCSP – kari.oyen@k12.sd.uskari.oyen@k12.sd.us Pat Hubert, M.A. – pat.hubert@k12.sd.uspat.hubert@k12.sd.us

State of South Dakota Special Education Programs Agenda Day 1  Welcome & Norms  Why Behavior Matters  Classroom management strategies  Measuring Behavior  Function of Behavior  Replacement Skills  Antecedent Modification  Instructional Control  FBA Pathways  School-wide reinforcement system  Discipline  Faculty buy-in  Class wide systems  Social skills  Tier 2 interventions  Reactive Strategies  Creating Behavior Support Plans

State of South Dakota Special Education Programs Outcomes Positive behavior = greater academic success Relationships effect behavior Common understandings = better behavior Why kids behave the way they do We might be contributing Data is key Replacement Behaviors Antecedent Modification

State of South Dakota Special Education Programs HOUSEKEEPING

State of South Dakota Special Education Programs Norms - CHAMPS  C – Conversation  What level? How much  H – Help  How can you get help if you need it  A – Activity  will there be activity, if so, what expectations?  M – Movement  Can I move around?  P – Participation  What level of participation and what does that look like? (SLANT) = S - Success

State of South Dakota Special Education Programs Processing & Discussion  Individual thinking/processing  Elbow partner  POD partners

State of South Dakota Special Education Programs  You encountered a discipline problem in the last year  You asked a student to leave your room because of a behavior issue in the last year  Your child/grandchild has been “in trouble” at least one time at school  You have encountered one significant discipline problem AND managed it successfully  You have encountered at least one that you DID NOT manage successfully Prior Knowledge Quiz POP!!

State of South Dakota Special Education Programs 8 Historical Perspective  Traditionally Behavior management has consisted of trying to MAKE students behave  This attitude leads to an over-dependence on REACTIVE PROCEDURES  REACTIVE PROCEDURES are not bad or wrong, they are simply ineffective in changing behavior

State of South Dakota Special Education Programs The following comes from “Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?” A random sample of 725 middle and high school teachers & 600 parents

State of South Dakota Special Education Programs Behavior and discipline have been ranked the #1 or #2 problem facing public education in every Gallup Poll taken….

State of South Dakota Special Education Programs % of teachers in urban schools who “strongly agree” that “if it weren't for discipline problems” they could be teaching a lot more effectively? 51%

State of South Dakota Special Education Programs TEACHERS WHO SAY THEY HAVE SERIOUSLY CONSIDERED QUITTING BECAUSE OF STUDENT DISCIPLINE ? 1 in 3

State of South Dakota Special Education Programs TEACHERS WHO BELIEVE NEW TEACHERS ARE UNPREPARED FOR DEALING WITH BEHAVIOR PROBLEMS? 85 %

State of South Dakota Special Education Programs % OF NEW TEACHERS WHO WILL RESIGN IN THE NEXT 5 YEARS (TYPICALLY DUE TO BEHAVIOR PROBLEMS) ? 50%

State of South Dakota Special Education Programs Science of behavior has taught us that students….  Are NOT born with “bad behaviors”  Do NOT learn effectively when presented contingent aversive consequences  But students DO learn better ways of behaving by being  taught directly & receiving positive feedback….

State of South Dakota Special Education Programs “A Story of 159 Days” A high school with 880 students reported over 5,100 office discipline referrals in one academic year. Nearly 2/3 of students have received at least one office discipline referral.

State of South Dakota Special Education Programs 5,100 referrals = 76,500 min @15 min/ref. = 1,275 hrs = 159 days @ 8 hrs/day

State of South Dakota Special Education Programs 18 Behavior Screening: Rationale  Research supports strong link between behavior/emotions & academic performance  Schools screen for vision, hearing, & academic achievement  However, Behavior/Emotional screening occurs in less than 2% of districts across the U.S.

State of South Dakota Special Education Programs Behavior and School  Recent data suggest that disruptive behavior in schools continues to increase  Most common request for assistance from teachers is related to behavior & classroom management  Many educators are dissatisfied with the behavioral climates of their buildings  The public has also identified school discipline as the biggest problem facing schools today (National Center for Educational Statistics, 2006; Ingersoll, 2001; National Center for Educational Statistics, 2007;Rose and Gallup, 38 th Annual Phi Delta kappa Survey, 2007)

State of South Dakota Special Education Programs The Facts About Failing to Intervene  Students who engage in behavior problems early on are highly likely to continue to engage in behavior problems into the secondary grades and beyond (Moffitt, 1998; Walker, Ramsey, & Gresham, 2004)  Poor academic performance leads to behavior problems, AND behavior problems lead to academic problems (Hinshaw, 1992; Treszniewski et. al., 2006)

State of South Dakota Special Education Programs If we keep doing what we’re doing….. We’ll keep getting what we’re getting

State of South Dakota Special Education Programs 3 Minute Brainstorm!! Talk at your table…  What behaviors do you see most commonly in your schools?

State of South Dakota Special Education Programs Positive Behavior Interventions & Supports PBIS One Solution……

State of South Dakota Special Education Programs IN YOUR CLASSROOM 24

State of South Dakota Special Education Programs  Universal  Reduce new cases of problem behavior  Targeted  Reduce current cases of problem behavior  Intensive  Reduce complications, intensity, severity of current cases 25 Emphasis on Prevention at Each Level

State of South Dakota Special Education Programs UNIVERSAL 26

State of South Dakota Special Education Programs Evidence Based Practices in Classroom Management 1.Maximize structure in your classroom. 2.Post, teach, review, monitor, and reinforce a small number of positively stated expectations. 3.Actively engage students in observable ways. 4.Establish a continuum of strategies to acknowledge appropriate behavior. 5.Establish a continuum of strategies to respond to inappropriate behavior. (Simonsen, Fairbanks, Briesch, & Myers Sugai, in preparation)

State of South Dakota Special Education Programs 1. Maximize structure in your classroom. Develop Predictable Routines  Teacher routines: volunteers, communications, movement, planning, grading, etc.  Student routines: personal needs, transitions, working in groups, independent work, instruction, getting, materials, homework, etc. Design environment to (a) elicit appropriate behavior and (b) minimize crowding and distraction:  Arrange furniture to allow easy traffic flow.  Ensure adequate supervision of all areas.  Designate staff & student areas.  Seating arrangements (groups, carpet, etc.)

State of South Dakota Special Education Programs 1)I maximized structure and predictability in my classroom. a)I explicitly teach and follow predictable routines. Yes No a)I arranged my room to minimize crowding and distraction. Yes No Assess Complete item for your own classroom (or a teacher with whom you consult)

State of South Dakota Special Education Programs Action Plan Generate action plan content (observable and measurable behaviors to address deficits) Potential action plan items may include:  Describe predictable routine for entering classroom, turning in homework, (or others that are identified as missing)  Rearrange furniture to ensure better supervision #Current Level of Performance Enhancement/Maintenance Strategies [1] [1] 1 [1] What? When? How? By When?

State of South Dakota Special Education Programs 2. Post, Teach, Review, Monitor, and reinforce a small number of positively stated expectations. Establish behavioral expectations/rules. Teach rules in context of routines. Prompt or remind students of rule prior to entering natural context. Monitor students’ behavior in natural context & provide specific feedback. Evaluate effect of instruction - review data, make decisions, & follow up.

State of South Dakota Special Education Programs Establish Behavioral expectations/Rules A small number (i.e., 3-5) of positively stated rules. Tell students what we want them to do, rather than telling them what we do not want them to do. Publicly post the rules. Should match SW Expectations

State of South Dakota Special Education Programs Small number of positively stated expectations.

State of South Dakota Special Education Programs Operationally define what the rules look like across all the routines and settings in your school. One way to do this is in a matrix format. Establish Behavioral expectations/Rules

State of South Dakota Special Education Programs Rules within Routines Matrix Routines Rules Entering Classroom Seat Work Small Group Activity Leaving Classroom Be Safe Be Respectful Be Responsible

State of South Dakota Special Education Programs Teach Rules in the Context of Routines Teach expectations directly.  Define rule in operational terms—tell students what the rule looks like within routine.  Provide students with examples and non-examples of rule- following within routine. Actively involve students in lesson—game, role-play, etc. to check for their understanding. Provide opportunities to practice rule following behavior in the natural setting.

State of South Dakota Special Education Programs Expectations & behavioral skills are taught & recognized in natural context

State of South Dakota Special Education Programs Prompt or Remind Students of the Rule Provide students with visual prompts (e.g., posters, illustrations, etc). Use pre-corrections, which include “verbal reminders, behavioral rehearsals, or demonstrations of rule-following or socially appropriate behaviors that are presented in or before settings were problem behavior is likely” (Colvin, Sugai, Good, Lee, 1997).

State of South Dakota Special Education Programs Monitor Students’ Behavior in Natural Context Active Supervision (Colvin, Sugai, Good, Lee, 1997) :  Move around  Look around (Scan)  Interact with students Provide reinforcement and specific praise to students who are following rules. Catch errors early and provide specific, corrective feedback to students who are not following rules. (Think about how you would correct an academic error.)

State of South Dakota Special Education Programs Acknowledge & Recognize

State of South Dakota Special Education Programs Evaluate the effect of instruction Collect data  Are rules being followed?  If there are errors,  who is making them?  where are the errors occurring?  what kind of errors are being made? Summarize data (look for patterns) Use data to make decisions

State of South Dakota Special Education Programs Establish Behavioral Expectations/Rules Teach Rules in the Context of Routines Prompt or Remind Students of Expected behavior Monitor Student's Behavior in the Natural Context

State of South Dakota Special Education Programs Establish Procedures for Encouraging Rule Following Establish Procedures for Responding to Rule Violations Evaluate the effect of instruction These are things you should do in any school environment!!!

State of South Dakota Special Education Programs 2)I posted, taught, reviewed, monitored, and reinforced a small number of positively stated expectations. a)I operationally defined and posted a small number of expectations (i.e., school wide rules) for all routines and settings in my classroom. Yes No b)I explicitly taught and reviewed these expectations in the context of routines. Yes No c)I prompted or pre-corrected students to increase the likelihood that they will follow the expectations Yes No d)I actively supervised my students. Yes No Assess

State of South Dakota Special Education Programs Mini Action Plan Generate action plan content (observable and measurable behaviors to address deficits) Potential action plan items may include:  Choose three expectations and create posters  Complete matrix  Develop lesson plans #Current Level of Performance Enhancement/Maintenance Strategies [1] [1] 2 [1] What? When? How? By When?

State of South Dakota Special Education Programs 3. Actively engage students in observable ways. Provide high rates of opportunities to respond – Vary individual v. group responding – Increase participatory instruction (enthusiasm, laughter) Consider various observable ways to engage students – Written responses – Writing on individual white boards – Choral responding – Gestures – Other: ____________ Link engagement with outcome objectives (set goals to increase engagement and assess student change CARs verbal/written)

State of South Dakota Special Education Programs 3. Range of evidence based practices that promote active engagement Direct Instruction Computer Assisted Instruction Class-wide Peer Tutoring Guided notes Response Cards

State of South Dakota Special Education Programs 3)I actively engaged students in observable ways. a)I provided a high rate of opportunities to respond during my instruction. Yes No b)I engaged my students in observable ways during teacher directed instruction (i.e., I use response cards, choral responding, and other methods). Yes No c)I used evidence based methods to deliver my instruction (e.g., Direct Instruction). Yes No Assess

State of South Dakota Special Education Programs Mini Action Plan Generate action plan content (observable and measurable behaviors to address deficits) Potential action plan items may include:  Ask a colleague to take data on my current rate of OTRs and increase by 10%  Use response cards during 1 additional lesson per day #Current Level of Performance Enhancement/Maintenance Strategies [1] [1] 3 [1] What? When? How? By When?

State of South Dakota Special Education Programs 4. Establish a continuum of strategies to acknowledge appropriate behavior. Specific and Contingent Praise Group Contingencies Behavior Contracts Token Economies

State of South Dakota Special Education Programs Specific and Contingent Praise Praise should be…  …contingent: occur immediately following desired behavior  …specific: tell learner exactly what they are doing correctly and continue to do in the future  “Good job” (not very specific)  “I like how you are showing me active listening by having quiet hands and feet and eyes on me” (specific)

State of South Dakota Special Education Programs Group Contingencies Three types:  “All for one” (Interdependent Group Contingency)  “ One for all” (Dependent Group Contingency)  “To each his/her own” (Independent Group Contingency)

State of South Dakota Special Education Programs Behavioral Contracts A written document that specifies a contingency for an individual student or in this case…whole class Contains the following elements:  Operational definition of BEHAVIOR  Clear descriptions of REINFORCERS  OUTCOMES if student fails to meet expectations.  Special BONUSES that may be used to increase motivation or participation. (Wolery, Bailey, & Sugai, 1988)

State of South Dakota Special Education Programs Establishing a Token Economy Determine and teach the target skills Select tokens Identify what will be back-up reinforcers Identify the number of tokens required to receive back-up reinforcers Define and teach the exchange and token delivery system Define decision rules to change/fade the plan Determine how the plan will be monitored Guidelines from Sulzer-Azaroff & Mayer, 1991

State of South Dakota Special Education Programs 4)I used a continuum of strategies to acknowledge appropriate behavior. a)I provided specific and contingent praise for academic and social behaviors (e.g., following expectations). Yes No b)I also used other systems to acknowledge appropriate behavior (group contingencies, behavior contracts, or token economies). Yes No Assess

State of South Dakota Special Education Programs Mini Action Plan Generate action plan content (observable and measurable behaviors to address deficits) Potential action plan items may include:  Ask a colleague to take data on my current rate of specific and contingent praise and increase by 20%  Implement an additional reinforcement system to increase appropriate behavior #Current Level of Performance Enhancement/Maintenance Strategies [1] [1] 4 [1] What? When? How? By When?

State of South Dakota Special Education Programs Error Corrections Differential Reinforcement Planned ignoring Response Cost Time out from reinforcement 5. Establish a continuum of strategies to respond to inappropriate behavior.

State of South Dakota Special Education Programs Quick Error Corrections Your error corrections should be…  …contingent: occur immediately after the undesired behavior  …specific: tell learner exactly what they are doing incorrectly and what they should do differently in the future  …brief: after redirecting back to appropriate behavior, move on

State of South Dakota Special Education Programs Types of Differential Reinforcement DR…of lower rates of behavior (DRL) DR…of other behaviors (DRO) DR…of alternative behavior (DRA) DR…of incompatible behavior (DRI)

State of South Dakota Special Education Programs Planned Ignoring Definition Definition: If a behavior is maintained by adult attention …consider planned ignoring (e.g., ignore behavior of interest) Example Example: Taylor talks out in class and his teacher currently responds to him approximately 60% in the time (either + or -). The teacher decides to ignore all talk outs and instead only call on him when his hand is raised.

State of South Dakota Special Education Programs Response Cost Definition Definition: The withdrawal of specific amounts of a reinforcer contingent upon inappropriate behavior. Examples Examples: A wrong answer results in a loss of points. Come to class without a pencil, buy one for 5 points.

State of South Dakota Special Education Programs Time-out Definition Definition: A child (or class) is removed from a previously reinforcing environment or setting, to one that is not reinforcing Example Example: Child throws a rock at another child on the playground. The child is removed to the office…. REMEMBER the environment the child is removed to cannot be reinforcing!!! So, if the child receives adult attention in the office, which they find reinforcing, YOU have NOT put the child on time out

State of South Dakota Special Education Programs 5)I used a continuum of strategies to respond to inappropriate behavior a)I provided specific, contingent, and brief error corrections for academic and social errors. Yes No b)In addition, I used the least restrictive procedure to discourage inappropriate behavior (differential reinforcement, planned ignoring, response cost, time out) Yes No Assess

State of South Dakota Special Education Programs Mini Action Plan Generate action plan content (observable and measurable behaviors to address deficits) Potential action plan items may include:  Ask a colleague to take data on my current rate of corrective statements and ensure that this rate is far lower than my rate of praise statements  Review the consequences I give and ensure I am using the least restrictive procedures possible #Current Level of Performance Enhancement/Maintenance Strategies [1] [1] 4 [1] What? When? How? By When?

State of South Dakota Special Education Programs RECAP: Evidence Based Practices in Classroom Management 1.Maximize structure in your classroom. 2.Post, teach, review, monitor, and reinforce a small number of positively stated expectations. 3.Actively engage students in observable ways. 4.Establish a continuum of strategies to acknowledge appropriate behavior. 5.Establish a continuum of strategies to respond to inappropriate behavior. (Simonsen, Fairbanks, Briesch, & Myers Sugai, in preparation)

State of South Dakota Special Education Programs Universal Classroom Interventions by Time

State of South Dakota Special Education Programs (Simonsen, Fairbanks, Briesch, Myers, & Sugai, in preparation) Structure, Physical Lay-out, and Teaching of Expectations 1.Design the layout of your classroom 2.Identify and define staff and student routines 3.Determine classroom expectations Before the School Year At the Beginning of the the School Year Throughout the the School Year 1.Evaluate the physical layout of the classroom and identify unexpected roadblocks or distractions 2.Systematically explicitly teach what each classroom expectation looks like in the context of each classroom and nonclassroom routine. 1.Continue to evaluate the physical layout and the structure of the classroom 2.Build in opportunities for student choice and independent work. 3.Re-teach and review expectations for routines

State of South Dakota Special Education Programs Responding to Appropriate and Inappropriate Behavior 1.Develop systems for acknowledging (e.g., praise and behavior contracts) and correcting (e.g., differential reinforcement of low rates of behavior) behavior Before the School Year At the Beginning of the the School Year Throughout the the School Year 1.Monitor and track rates of appropriate and inappropriate classroom behavior and adjust systems as needed. 2.Ensure teacher corrections do not outnumber acknowledgments Praise Group Contingency Token Economy Behavioral Contracts Error Correction Differential Reinforcement Planned Ignoring Response Cost Time out from reinforcement 1.Implement and teach students the systems for acknowledging (e.g.., group contingency) and correcting (e.g., error correction) behavior

State of South Dakota Special Education Programs Academic Considerations 1.Choose instructional materials (or review materials already in place) Before the School Year Beginning of the School Year Throughout the the School Year 1. Conduct formative and summative assessments to determine appropriate student placement in academic materials 2.Consider academic variables to maximize instruction for all students (e.g., grouping, instructional specificity, and time allocated for instruction) 1. Monitor student academic progress using general outcome and mastery-based assessment. 2.Consider implementing Class-wide Peer Tutoring systems or computer assisted instruction to provide students with more opportunities for practice. 3.Remember to reinforce accurate responses and immediately correct inaccurate responses

State of South Dakota Special Education Programs 3 Positive Ways I Currently Interact with kids at school. 2 Positive Ways I could ADD to my interactions with kids at school. 1 Positive idea I plan to share with the other adults at my school.

State of South Dakota Special Education Programs Behavior Characteristics  Everything a person does & says  Have one or more dimensions that can be measured  Can be observed, described, & recorded  Has an impact on the environment  Lawful (systematically influenced by environmental events)  Overt or Covert (thinking) 71

State of South Dakota Special Education Programs Defining Behavior  Specific  Observable  Measurable  Objective/Unambiguous 72

State of South Dakota Special Education Programs Positive Reinforcement  Behavior is followed by the addition of a stimulus or an increase in the intensity of a stimulus  Make it more likely that the behavior will occur again in the future 73

State of South Dakota Special Education Programs Primary Types of Reinforcers  Tangible  Edible  Verbal  Activity 74

State of South Dakota Special Education Programs Identifying Possible Reinforcers  Ask the person, the family, or friends what the person likes  Observe to see how the person spends free time  Give a choice of items or activities to see what is chosen  Provide an item or activity and observe whether the behavior increases 75

State of South Dakota Special Education Programs  Children who demonstrate challenging behavior most likely need reinforcers to be delivered more systematically, frequently, and in a more structured manner in order to change behavior.  Use the child’s interests to reinforce engagement in activities. Schedule free time after completing a work activity. 76

State of South Dakota Special Education Programs Reinforcing Appropriate Behaviors It is important to remember that reinforcement is only what the child deems or feels is reinforcing to them, not what a staff member believes should be reinforcing. 78

State of South Dakota Special Education Programs Advantages of Using Praise & Feedback  Praise/feedback is always available  It is normal for people with and without disabilities to receive praise/feedback  We rarely get tired of being praised  Can be delivered without disruption 79

State of South Dakota Special Education Programs Delivering Reinforcement  Reinforcement should occur within 3-6 seconds after the demonstration of the appropriate behavior- essentially immediately!  Describe the behavior demonstrated  Vary the types of reinforcers given  Reinforce frequently 80

State of South Dakota Special Education Programs

How You Deliver a Reinforcer is as Important as the Reinforcer Social reinforcers are very effective when they come from persons whom we like & respect  Establish eye contact  Attention to the child  Pleasant facial expression  Physical proximity to child, but at a comfortable distance  Relaxed body posture 82

State of South Dakota Special Education Programs  Pleasant tone of voice  Acknowledging the child by name  Choice of words, length of phrase, pitch, & pace compatible with the child’s level of comprehension  Simple enough to convey the message without talking down to the child  Behavior Specific Positive Feedback  The positive feedback is descriptive to the child’s level of achievement thus far according to the criteria expected 83

State of South Dakota Special Education Programs 84 Reward vs. Bribe  Bribe- a payoff offered to encourage child not to exhibit certain behavior  Mary offers her son Scott an ice cream bar if he doesn’t tell his father that she used a swear word.  Sam noticed his daughter picking up her little brother’s cars without being asked. He praised her & offered a treat afterwards.  At the grocery story, April grew tired of her kids whining & fighting so she offered them a bag of cookies if they would be still & quiet.

State of South Dakota Special Education Programs What are Some Common Issues Regarding Positive Reinforcement? Shouldn’t children at this age know what is expected? Praising feels unnatural. Isn’t praise manipulative and coercive? Isn’t it bribing? Won’t students come to depend on tangible rewards? Shouldn’t rewards be for special achievements? Where will I get money to supply this type of system? Do students in middle and high school still need rewards?

State of South Dakota Special Education Programs The quickest way to change behavior….in anyone. Research indicates that you can improve behavior by 80% just by pointing out what someone is doing correctly.

State of South Dakota Special Education Programs Schedules of Reinforcement  Patterns of timing for the delivery of reinforcement  Each schedule has particular characteristics associated with it 87

State of South Dakota Special Education Programs Continuous Reinforcement  Each time the behavior occurs, reinforcement is provided  Most useful for teaching new behaviors  Behaviors reinforced continuously are the easiest to change or extinguish 88

State of South Dakota Special Education Programs Intermittent Schedules of Reinforcement Ratio: the number of times the behavior occurs determines the timing of delivery 89

State of South Dakota Special Education Programs  Fixed Ratio: e.g., every 5th response  Produce a higher rate of responding because increase in rate results in increased reinforcement  Variable ratio: the target response is reinforced on the average of a specified number of responses.  Typically you will see an even rate of responding 90

State of South Dakota Special Education Programs Interval schedules: The occurrence of at least one appropriate response AND the passage of a specified time period 91

State of South Dakota Special Education Programs  Fixed interval 5 minutes: The child is reinforced the first time the target response occurs after 5 minutes has lapsed  Behaviors typically occur at low rates on this schedule as compared to ratio schedules 92

State of South Dakota Special Education Programs  Variable interval: The intervals are different lengths, but average a particular time frame (VI-5min)  Typically produce a higher, steadier rate of responding 93

State of South Dakota Special Education Programs  Reinforcement is given whenever a pre- designated target behavior is not emitted.  “Reinforcing the absence of the target behavior” 94 Differential Reinforcement of Other Behaviors (DRO)

State of South Dakota Special Education Programs  Reinforcement of behavior that is incompatible with the target behavior  “Reinforcing a behavior that cannot occur at the same time as the target behavior” 95 Differential Reinforcement of Incompatible Behaviors (DRI)

State of South Dakota Special Education Programs Negative Reinforcement Is defined as: The removal of an aversive stimuli immediately following a response which Makes it more likely that the behavior will occur again in the future 96

State of South Dakota Special Education Programs Functional Behavioral Analysis Determining “why” the challenging behavior/s is taking place 97

State of South Dakota Special Education Programs Functional Behavioral Analysis  The results of the FBA will drive or determine how the BSP is written.  Includes a concrete description of the challenging behavior, identification of events that predict the occurrence of the challenging behavior, and identification of a hypotheses of the function of the challenging behaviors. 98

State of South Dakota Special Education Programs A-B-C  Antecedent: What occurred immediately before the target behavior?  Behavior: What specifically is the target behavior observed?  Consequence: What occurred immediately after the targeted behavior was demonstrated? 99

State of South Dakota Special Education Programs Collecting Data  Frequency  How often does the target behavior occur?  Duration  How long does the target behavior occur? 100

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State of South Dakota Special Education Programs Communicative Intent of Challenging Behavior/s Possible Contributing Factors  Physical setting, social setting, communication functioning, physiological status, cognitive functioning, task related, personal history (What is the child’s behavior telling us?) 107

State of South Dakota Special Education Programs VIDEO..\Desktop\H Drive\PBIS\PBIS videos\crying game.mpg..\Desktop\H Drive\PBIS\PBIS videos\crying game.mpg 108

State of South Dakota Special Education Programs INTERVENTION  Give attention before challenging behavior occurs  Ignore  Teach more acceptable means to gain attention  Increase frequency of positive attention for appropriate behaviors  Teach more independent skills  Self-manage within activities  Work toward delay of reinforcement 109

State of South Dakota Special Education Programs “Rewarding Appropriate Behavior” According to Sheldon

State of South Dakota Special Education Programs “If a child doesn’t know how to read, we teach.” “If a child doesn’t know how to swim, we teach.” “If a child doesn’t know how to multiply, we teach.” “If a child doesn’t know how to drive, we teach.” “If a child doesn’t know how to behave, we… …teach? …punish?” “Why can’t we finish the last sentence as automatically as we do the others?” (Herner, 1998) 111

State of South Dakota Special Education Programs 112 A Teacher’s Revelation “I’ve come to the frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated, and a child humanized or dehumanized.” Haim Ginott Child Psychologist

State of South Dakota Special Education Programs Faculty Buy-in  Faculty buy-in is NOT a one shot deal, it needs to be ongoing and a continuous process  Need to get faculty support for ALL critical elements prior to implementation  Present everything to your faculty as a draft waiting for their input  More likely to get faculty support and implement with fidelity

State of South Dakota Special Education Programs Strategies for Obtaining Faculty Buy-In  Show them the data  Use a team planning process  Conduct staff surveys 114

State of South Dakota Special Education Programs Getting Faculty on the Same Page  Communication is essential during implementation  Allows faculty to feel as though they are part of the change process  Faculty will begin to understand what is happening across campus  Frequent communication opens dialogue for problem-solving across campus 115

State of South Dakota Special Education Programs “Following the Rules According to Dwight”

State of South Dakota Special Education Programs AND THEN…THEY DON’T RESPOND 117

State of South Dakota Special Education Programs Tier II Process  Goal – To support individual students who continue to exhibit challenging behaviors without removing them from the general education setting  Candidate Students – selected by the screening process  Behavior Supports  Self-management strategies: Behavioral Contracting, School- Home Note Systems, Check In/Check Out, Good Behavior Game, First Step, basic classroom alterations, Behavior Specific Praise  Tier I supports are still implemented  Duration – minimum 3-4 weeks of implementation  Implementer – Behavior Support Team and Teacher 118

State of South Dakota Special Education Programs Grounding Principle No teaching strategy or behavioral intervention will result in high student achievement if a teacher doesn’t genuinely care about the student and the student believes that. 119

State of South Dakota Special Education Programs Carl & Fred Rogers Unconditional Positive Regard  Looks  Gestures, smiles, ease  Language  Affection, remembrances  Deeds  Reinforcers, choices interactions http://www.youtube.com/watch?v=RntRKQpuodw 120

State of South Dakota Special Education Programs taken from: Diana Browning Wright www.pent.ca.gov

State of South Dakota Special Education Programs Social Skills Programs Skillstreaming for the elementary school child I Can Problem Solve (ICPS) Positive Action The Walker Social Skills Program Character Counts Second-Step Violence Prevention Curriculum Stop and Think The Social Skills Curriculum “The Middle” Clip Think Social! A Social Thinking Curriculum for School-Age students 122

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State of South Dakota Special Education Programs Skillstreaming  Psychoeducational intervention  Focuses on: modeling, role- playing, feedback, and transfer  Skill-deficit model with systematic planned instruction  Low cost, easy to implement  Groups can vary in size, depending on need 124

State of South Dakota Special Education Programs Teaching Steps 1.Define the skill 2.Model the skill 3.Establish student skill need 4.Select role-player 5.Set up the role-play 6.Conduct the role-play 7.Provide performance feedback 8.Assign skill homework 9.Select next role-player VIDEO http://youtube/WitPm4pu1P4http://youtube/WitPm4pu1P4 125

State of South Dakota Special Education Programs Think Social! A Social Thinking Curriculum for School-Age Students & Worksheets! for Teaching Social Thinking and Related Skills  Teaches students how to how to use and interpret language (verbal & nonverbal) to further understand the context of social communication & social situations  Beginning research is positive for increasing social cognitive skills in students  For more information, go to: www.socialthinking.com VIDEO: http://www.youtube.com/watch?v=LVHgLmaQGx0http://www.youtube.com/watch?v=LVHgLmaQGx0 126

State of South Dakota Special Education Programs ESCAPE/PROTEST: Attempting to escape or “get out of” a demand placed on them. FUNCTION  The challenging behavior follows an instruction to do something  The challenging behavior stops just after you stop making demands on the child  The child seems to be doing the challenging behavior purposely to upset/annoy others 127

State of South Dakota Special Education Programs INTERVENTION  Teach more acceptable ways to protest  Reinforce staying  Give more choices  Shorten task  Allow acceptable means of escape  Make the task easier  Make the task more enjoyable 128

State of South Dakota Special Education Programs  Use schedule or checklist to self-manage  Set own work goals  Express preferences or choice  Request and take break  Participate in steps or portion of routine  Request or seek help 129

State of South Dakota Special Education Programs ATTENTION SEEKING: Obtaining or gaining the attention of staff or peers FUNCTION  The behavior causes someone to have to spend time with the child  The behavior occurs just after you shift your attention away from the child  The behavior occurs to upset/annoy you when you aren’t paying attention to the child 130

State of South Dakota Special Education Programs TANGIBLE/EVENT: Attempting to gain access to an object or event FUNCTION  The behavior results in getting something concrete for the child  The behavior occurs soon after a reinforcer has been denied or removed  The behavior occurs when a privilege has been denied or promise broken  The behavior stops when the item is returned or privilege is granted 131

State of South Dakota Special Education Programs INTERVENTION  Teach other ways of getting requested item  Give more choices  Give desired item more frequently (e.g., free time)  Self-manage within activities  Work toward delay of reinforcement 132

State of South Dakota Special Education Programs SENSORY: Repeating a self-stimulating act continuously (e.g., hand flapping, rocking, teeth grinding) FUNCTION  The child seems to enjoy the behavior for its own sake  The behavior occurs over & over  The behavior goes on & on in the same rhythmic way  The child is just as likely to perform the behavior when with another person or not  The child seems unaware of anything else going on while engaging in the behavior 133

State of South Dakota Special Education Programs INTERVENTION  Give more opportunities for sensory activities  Structure & define acceptable places or methods of self-regulation  Remove need for arousal modulation (i.e., boredom, over-stimulation)  Provide a sensory enriched environment  Sensory schedule 134

State of South Dakota Special Education Programs FERB! Functionally Equivalent Replacement Behavior  Must be as easy as the problem behavior  Must meet same function as problem behavior Is a gateway to desired behavior! 135

State of South Dakota Special Education Programs Alternative Skills to be Taught  Replacement Skills: One-to-one replacement skills that serve the exact function as the problem behavior.  General Skills: Broad skills that alter problem situations and prevent the need for problem behaviors.  Coping and Tolerance: Skills that teach students to cope with or tolerate difficult situations. (Bambara & Knoster, 1998) 136

State of South Dakota Special Education Programs Replacement Skill Development  Teach a replacement skill that will serve the same function as the challenging behavior  Modeling and teaching various phrases to get items/events desired (help, please, etc.)  Provide supportive communication items so that the child can appropriately make his wants/needs known to others 137

State of South Dakota Special Education Programs Teach General Skills Academic Skills Use of Technology – Hi & Lo Tech Organization Skills Leisure Skills Social Interaction Skills -Initiate and respond to interactions -Make friends -Problem solve -Deal with stress 138

State of South Dakota Special Education Programs Self-Management or Coping Skills Positive Self – Talk Guided Imagery Deep Breathing Muscle Relaxation Physical Stress Relievers TEACH Relaxation Techniques 139

State of South Dakota Special Education Programs Skill Building Strategies  Reinforce the use of alternative skills  Respond immediately & consistently  Select natural consequences to the skill  Use praise & social interaction  Incentives should be age-appropriate & logically related to the behavior  Use Contingency Contracts 141

State of South Dakota Special Education Programs  When presenting new tasks/concepts to the child, expect them to be resistant (e.g., tantrum). This does not mean you should stop. After the child has learned the new concept/skill, you will see the resistance decrease substantially. 142

State of South Dakota Special Education Programs ANTECEDENT MODIFICATIONS 143

State of South Dakota Special Education Programs Antecedent Modification  The supports or modifications to an environment to prevent a child from demonstrating challenging behavior/s  Implementing antecedent modification strategies are critical in order to prevent the challenging behaviors from taking place. 144

State of South Dakota Special Education Programs Antecedent/Setting Event Strategies  Remove a problem event.  Modify a problem event.  Intersperse difficult or unpleasant events with easy or pleasant events.  Add events that promote desired behaviors.  Block or neutralize the impact of negative events. 145

State of South Dakota Special Education Programs Antecedent Modifications to Consider  Establish predictability  Use routines, schedules  Be concrete, don’t use abstract concepts  Establish rules  Remove distractors  Preferential seating  Organizational tools  Visual schedules/cue cards 146

State of South Dakota Special Education Programs Making Sure Children Understand What We are Saying  Use words/sentences that are at the child’s level of comprehension  Repeat or restate your sentence as needed  Use visual aides to increase comprehension of oral speech  Use words within meaningful contexts to teach the meaning of words/phrases: “Do you want a cracker, say cracker please.”  Give simple, one-step directions 147

State of South Dakota Special Education Programs Teaching Routines  Task analysis the skill/routine want to teach  Determine how to teach the routine  what types of prompts are needed  forward chaining  backward chaining  Determine when/how often to work on teaching the routine 148

State of South Dakota Special Education Programs Bedtime Routine  PJ’s on  Have a snack  Brush teeth  Use bathroom  30 minutes TV in room  Told to turn off TV  Light off 149

State of South Dakota Special Education Programs Modifications  Use a Timer  Have a schedule, don’t “wing it”  Shorten longer activities into shorter activities  Provide frequent “breaks” between activities.  Don’t do the same type of activity for long periods of time  Use an easy/hard/easy format 150

State of South Dakota Special Education Programs Building Behavioral Momentum First some IRRESTIABLE tasks, then follow with less desired tasks/activities

State of South Dakota Special Education Programs Instructional Control Following any direction given by a teacher. 152

State of South Dakota Special Education Programs Prompting  Verbal (A spoken instruction that helps the child do the task)  Gestural (Pointing, tapping or any other body motion that helps the child know what to do next)  Modeling (Staff show the child how to do part or all of the task)  Physical (Physically guiding the child to complete the task- can range from a brief touch to complete guidance) 153

State of South Dakota Special Education Programs Using Prompts The least intrusive prompt that will facilitate the targeted behavior should be used.  They reduce student frustration  Speed up the learning process The goal of prompting is that the child will eventually perform the tasks under naturally occurring conditions during their daily routines in the home, community, and school environments. 154

State of South Dakota Special Education Programs Fading  We want the children to do as much as they can on their own with the least amount of assistance.  Staff need to fade the amount of prompts given as quickly as possible…look for progress! 155

State of South Dakota Special Education Programs Shaping Teaching a skill by reinforcing behavior as the behavior becomes more and more like the desired skill; reinforcement is given only if each practice of the behavior is more like the desired skill than the last practice of the behavior 156

State of South Dakota Special Education Programs Skillfully Matching Your Response to Problem Behavior Based on the Behavior’s Function Information used with permission from Diana Browning Wright for educational training purposes (www.pent.ca.gov)

Setting Events Triggering Antecedents Desired Alternative Problem Behavior Acceptable Functionally equivalent Replacement Behavior Maintaining Consequences, Teacher/Parent Desired Outcomes Maintaining Consequences, Function Achieved Setting Events Manipulations (planning for periodic events) Antecedent Manipulations (altering environment) Behavior Teaching (replacement behavior and desired alternative) Consequence Modifications (strengthening upper pathway INTERVENTION PATHWAY SUPPORT PLANNING Based on Pathway 158

State of South Dakota Special Education Programs FBA Pathways Upper: Get this—general positive behavior Middle: Prevent this—reactive strategies to prevent problem behavior escalation Lower: Accept this—FERB in lieu of problem behavior when general positive upper pathway fails 159

Advanced Behavior Management first fifth Setting Events Must be periodic, Not continuous! sixth Triggering Antecedents Maintaining Consequences Problem Behavior Desired Alternative Typical Consequence Summary Statement Order of Team Discussion seventh Acceptable Alternative second third fourth 160

Setting EventsTriggering Antecedents Maintaining Consequences Problem Behavior Peer conflict Asked to do difficult Assignment w/o assistance. Refuses to follow directions, swears, hits if confronted Avoids tasks w/o assistance Desired Alternative Typical Consequence Points, grades, sports eligibility more work Do solo work w/o complaints Summary Statement Functional Acceptable Alternative Caesar 161

Advanced Behavior Management Circle Time Activity lasting more than minutes Setting Events Triggering Antecedents Maintaining Consequences Problem Behavior Difficulty getting off bus Runs away; kicks and head butts if captured Avoids Circle time Past 5 minutes Desired Alternative Participate in Circle Time for Full 15 minute s Typical Consequence Learns the routines & skills taught Uses pass card To escape to alternate activity In the room Acceptable Alternative Brian Summary Statement 162

Advanced Behavior Management Setting EventsTriggering Antecedents Maintaining Consequences Problem Behavior None Teacher asks a question Puts head down on desk Avoids Talking in group Desired Alternative Typical Consequence Acceptable Alternative Lisa Summary Statement 163

State of South Dakota Special Education Programs The Five-Step Planning Process 1 Conduct a functional behavioral assessment gathering information (data) about behavior(s) of concern. 2 Formulate hypotheses and pathway chart target behavior. 3 Design & implement the behavioral support plan. 4 Evaluate the effectiveness of the plan. 5 Modify the plan as needed. 164

State of South Dakota Special Education Programs Evaluating Outcomes Measuring Progress - What Information to Collect:  Increases in use of alternative skills  Reductions in occurrence of problem behavior  Positive side effects (e.g., improved grades, increased attention, peer acceptance)  Improvements in quality of life (e.g., increased participation in typical activities, increased choice/decision making, inclusion)  Improvements in consumer satisfaction (e.g., student, family, staff, and others)  Improvements in health or well being 165

State of South Dakota Special Education Programs Reasons Why Programs are Unsuccessful  Reactive not proactive  Behavior not well defined  New behavior/s are not taught  Reinforcer’s not individualized  Inappropriate behaviors reinforced  Reinforcement too delayed  Intensity or amount of reinforcement insufficient 166

State of South Dakota Special Education Programs  FERB more difficult than problem behavior  Suggested FERB doesn’t get the same payoff as Problem Behavior  Problem behavior NOT maintained by what you thought: FBA problem  Environment providing insufficient reinforcement and structure  Environment actively punishing; no 5 positives to 1 correction 167

State of South Dakota Special Education Programs Components of Effective Programming  Functional Analysis of Behavior  Antecedent Modifications  Teaching of alternative skills  Reinforcement of Appropriate Behaviors  Reactive Consequences 168

State of South Dakota Special Education Programs Effective Responses to Problematic Behavior  This is why we are here  How to skillfully handle the problem behavior….this will follow our discussion on classroom interventions

State of South Dakota Special Education Programs Behavioral Contract You make a written agreement with the child that identifies the expectations & consequences for meeting & not meeting the expectations. Tools for Positive Behavioral Change Glenn Latham, 2008 170

State of South Dakota Special Education Programs When to Use a Behavioral Contract  When Setting Expectations is not enough:  The child’s behavior continues to be inconsistent after you Set Expectations.  The child needs more structure.  When the child has a history of compliance with contracts.  When you want the behaviors to be done more independently. Tools for Positive Behavioral Change Glenn Latham, 2008 171

State of South Dakota Special Education Programs  A contract helps you stay on track.  When you need a written record for documentation.  When you have multiple students & multiple expectations.  Helps you stay organized. Tools for Positive Behavioral Change Glenn Latham, 2008 172

State of South Dakota Special Education Programs What to Include In a Contract  The “expectations,” including:  Appropriate behaviors.  State as positives (do’s, not don’ts). Include only a few, no more than four.  When & how often the appropriate behaviors are expected.  The short-term & long-term “consequences” for:  Meeting the expectations stated in terms of what will be earned, not taken away.  Not meeting the expectations. Tools for Positive Behavioral Change Glenn Latham, 2008 173

State of South Dakota Special Education Programs  Contract beginning and ending dates.  Review times:  Daily  Weekly  Signatures (if appropriate). Tools for Positive Behavioral Change Glenn Latham, 2008 174

State of South Dakota Special Education Programs How to Write a Contract  Write with child, including all previous stated required information  Make the expectations & consequences “positive”  Use positive behaviors (do’s, not don’ts).  Include only a few behaviors, no more than four.  Tell what consequences they’ll earn, not what you’ll take away.  Make the consequences fair & worth it.  Make contract public & age-appropriate 175

State of South Dakota Special Education Programs Mentor’s Duties  Provide unconditional love & support  Meet with the student regularly  Check on work, effort, attitude, grades  Offer friendship & guidance  Assist student in understanding school’s position  Help school staff understand any of the student’s extenuating circumstances 176

State of South Dakota Special Education Programs  Provide respite “safe haven”  Serve as an alternative to study hall or independent study when appropriate  Use praise/other reinforcers to recognize achievement, growth, or effort  Support success  CARE! 177

State of South Dakota Special Education Programs Check in Check out  A Tier 2 system of accountability  Great for students that struggle with task completing and/or agenda completion  Mentor-based implementation  Moves from teacher-directed accountability 178

State of South Dakota Special Education Programs Check In/Check Out Features  Students identified & receive support within a week  Check in and check out daily with an adult at school  Regular feedback & reinforcement from teachers  Family component  Daily performance data used to evaluate progress 179

State of South Dakota Special Education Programs Why Does This Work?  Improved Structure  Prompts are provided throughout the day for correct behavior  System for linking student with at least one positive adult  Student is “set up for success”  First contact each morning is positive  “Blow-out” days are preempted  First contact each class period is positive 181

State of South Dakota Special Education Programs  Increase in contingent feedback  Feedback occurs more often  Feedback is tied to student behavior  Inappropriate behavior is less likely to be ignored or rewarded  Program can be applied to all school locations  Elevated reward for appropriate behavior  Linking behavior & academic support  Linking school & home support  Can be organized to morph into self-mngmt program 182

Some examples… 183

State of South Dakota Special Education Programs Another Example 184

State of South Dakota Special Education Programs Adaptations for Younger Students… 187

State of South Dakota Special Education Programs Positive Peer Reporting  Positive Peer Reporting (PPR) is a classwide intervention designed to increase the social involvement of socially withdrawn children.  The primary component of PPR is that children are provided with structured peer praise for engaging in appropriate social behaviors.  Children who are severely socially withdrawn, neglected, socially aggressive, or socially isolated can benefit from this intervention.

State of South Dakota Special Education Programs What "Common Problems" Does This Address?  PPR is designed to increase peer attention (conceptualized as a reinforcer) for appropriate social behavior while reducing peer attention for inappropriate behaviors.  As such, PPP is designed to differentially reinforce children who are being ignored for appropriate behaviors, and rewarded for inappropriate behavior.

State of South Dakota Special Education Programs Steps 1. The teacher informs the class that they will be working on peer relations. 2. Each day the teacher will choose a student, or a small group of student to be the focus for the day. 3. On that day the students will have a chance to praise the target student’s/students’ good behavior.

State of South Dakota Special Education Programs Steps 4. The teacher goes over the steps for delivering suitable praise statements: a. Look directly at the person who you want to compliment. b. Smile at the person who you want to compliment. c. Describe what they said or did. d. Say “good job” or some other similar positive statement. 5. The teacher repeats the steps and gives examples of appropriate praise statements: “Susan helped me solve a math problem.”

State of South Dakota Special Education Programs Steps 6. The PPR session should last between 7 and 10 minutes each day. 7. Statements should be encouraged with group prompts during the intervention. 8. Teacher praise and reward should follow each praise statement: a. Place a cotton ball in a jar for each appropriate praise statement. b. When the jar is full, deliver a classwide reward (popcorn, early recess, etc.)

State of South Dakota Special Education Programs Critical Components that must be implemented for intervention to be successful: In order for this intervention to work, teachers must minimize reinforcement for inappropriate behaviors and reinforce appropriate behaviors consistently. VIDEO: http://youtu.be/1smEzgTWhz0

State of South Dakota Special Education Programs Response Cards Response cards are cards or signs that may be held up by students in order to allow classwide responding.

State of South Dakota Special Education Programs What "Common Problems" Does This Address? In a study comparing the effects of response cards to the traditional method of hand raising, Randolph (2007) found that the implementation of response cards produced increases in test achievement, quiz achievement, and class participation while reducing the amount of disruptive behavior. When response cards are implemented in the classroom, all students have the opportunity to respond to a question.

State of South Dakota Special Education Programs Steps 1. Provide each student with a response card, marker & eraser. 2. Present a question to the class & cue the class to “Write the answer.” 3. Give the students enough time to write the desired answer. 4. Tell the class to “Hold up your cards.” 5. Scan the responses & provide feedback to all who are correct. 6. Tell the class to “Put down your cards.” 7. Repeat steps 2-6.

State of South Dakota Special Education Programs Self-Monitoring  One commonly used self-management strategy  Involves teaching students to:  Observe, or determine if a behavior occurred using an operational definition  Record whether or not the behavior occurred

State of South Dakota Special Education Programs Self-Monitoring Student records own behavior:  For example, engagement: Was student engaged during designated time period?  Student must be able to tell if target behavior occurred Teacher works with student to:  Develop a self-monitoring form  Set a goal for criteria to be met  Establish reinforcement for meeting goal

State of South Dakota Special Education Programs Self-management strategies  can positively impact behavior, productivity, and accuracy  empower students to become more independent and self- sufficient in their ability to regulate their environment  not appropriate for acquisition deficits, self- injurious, or aggressive behaviors Benefits Challenges

State of South Dakota Special Education Programs BEFORE Using Self Monitoring Strategies in the Classroom 1.Determine if the desired behavior is in student’s repertoire (Can the student do what you are asking him/her to do?) 2.Make certain that the behavior is clearly defined, readily observable, and reasonable for the student to record (Recording procedures also must be reliable & feasible)

State of South Dakota Special Education Programs 3.Make sure that the behavior occurs at a sufficiently high frequency to allow it to be monitored. (Monitoring long-term assignment vs. short-term goals) (If the student is self-monitoring an undesirable behavior such as tantrums or episodes of extreme verbal aggression with a low-rate of occurrence, other behavioral interventions may be necessary [Functional Assessment-Based Intervention]) 202

State of South Dakota Special Education Programs An Overview of Supporting Research on Self-Monitoring  Most commonly used self-management strategy  Generally favorable outcomes in improving academic skills  Students with EBD showed improvements in specific, targeted academic skills  Gains generalized and maintained (Mooney et al., 2005)

State of South Dakota Special Education Programs Supporting Research Elementary  Increased on-task behavior and academic productivity  High social validity for students (Levendoski & Cartledge, 2000) Middle  Improved academic accuracy, productivity, and engagement for middle school students with EBD  High social validity for students (Carr & Punzo, 1993)

State of South Dakota Special Education Programs Self-Monitoring Procedures Step 1: Establish Prerequisite Conditions  Target & replacement behaviors are readily observable &easy for the student to record  The student is capable of performing skill  If the student has an acquisition deficit, instead teach the skill  The student can control the behavior  If the behavior is out of control, a higher intensity should be implemented first  The problem behavior occurs frequently

State of South Dakota Special Education Programs Self-Monitoring Procedures Step 2: Identify and Operationally Define the Behaviors  Operationally define the behavior you want to change  Provide examples of the behavior  Provide non-examples of the behavior

State of South Dakota Special Education Programs Example Academic Engagement during silent reading: The amount of time spent actively engaged in silently reading appropriate material  Examples include: looking at the book or other reading materials, looking away to think about material for a duration of less than 15 s, appropriately asking the teacher about a word.  Non-examples include: any activity other than reading the appropriate material, such as disruptive (e.g., audible vocalizations inappropriate to the assigned task, stomping feet) and off task (e.g., walking around the classroom, looking away from book for more than 15 s, reading an unapproved video game manual) behaviors.

State of South Dakota Special Education Programs Self-Monitoring Procedures Step 3: Design the Self-Monitoring Procedures, Including a Monitoring Form  Create the self-monitoring form  Create a data collection sheet  age appropriate, explicitly states behavioral goals, divided into appropriate times & situations, simple  Consider including a reinforcement contingency (i.e., If you do “X”, then you get “Y”) to set students up for success

Example: Daily Self-Monitoring Checklist for Work Completion & Accuracy

State of South Dakota Special Education Programs Self-Monitoring Procedures Step 4: Teach the Self-Monitoring Procedures  Teach the student how to use the data-collection sheet  Discussion, Modeling, Coaching, Role play  Gradually fade support as the student is more comfortable self-monitoring independently  Make it clear this is not punishment, but a tool to achieve success

State of South Dakota Special Education Programs Self-Monitoring Procedures Step 5: Monitor Student Progress  Compare intervention data to baseline data (if you are taking data on the target behavior)  Monitor and reward accuracy of student’s self- recording by filling out the same form for the same time period  Have the student self-graph to visually see results

Example: Self-monitoring form Name: Date: At this exact second, am I reading on task? YesNo Bell 1 Bell 2 Bell 3 Bell 4 Percent 2/4 = 50%

State of South Dakota Special Education Programs On-task Reading

Example: Daily Self-Monitoring Checklist for Work Completion & Accuracy

State of South Dakota Special Education Programs Accuracy of Math Homework Completion

State of South Dakota Special Education Programs Self-Monitoring Procedures Step 6: Consider Maintenance and Follow-Up  Gradually fade self-monitoring once student has consistently improved behavior  Ultimate goal is for students to no longer exhibit the problem behavior and maintain the replacement behavior across all settings  Once faded, continue to use intermittent behavior-specific praise and reinforcement

State of South Dakota Special Education Programs Treatment Integrity  Have structures in place to monitor whether self-monitoring is carried out as intended  Treatment Integrity checklist: Example questions: 1. Student completed self-monitoring checklist 2. Teacher completed self-monitoring checklist 3. Teacher checked student response to verify accuracy 4. Teacher provided student with feedback regarding behavior 5. Teacher provided student with reinforcer if earned

Example: Treatment Integrity Checklist ComponentMondayTuesdayWednesdayThursdayFriday 1. Student completed self- monitoring checklist 2. Teacher completed self- monitoring checklist 3. Teacher checked student response to verify accuracy 4. Teacher provided student with feedback regarding behavior 5. Teacher provided student with reinforcer if earned Teacher initials Comments

State of South Dakota Special Education Programs DISCUSSION…. What are some of the tools that you could use in your setting? What are some steps that would need to take place for you to effectively implement some of these strategies? How might you increase buy-in from staff to use these interventions? 219

State of South Dakota Special Education Programs Reactive Consequences - Strategies  Are used to prevent a student’s behavior from escalating out of control  Are implemented after the student demonstrates a challenging behavior/s  Should be logically related to the challenging behavior (i.e., ran down the hall, so needs to walk back to where ran from) 221

State of South Dakota Special Education Programs  Milder consequences are easier to implement  REMAIN CALM!!!!!!!  Have a plan of what you will do when the child demonstrates challenging behaviors (i.e., if child throws item(s) he/she will need to pick up the item using a hand-over-hand technique)  Implement the plan 222

State of South Dakota Special Education Programs Behavior correction that minimally disrupts the “flow of instruction”  Maintains the relationship  Allows time for compliance  Delivers precise commands If you ask me what to do about a kid being “off task,” my first response is going to be, “What’s the task?” (Alfie Kohn)

State of South Dakota Special Education Programs  Remember only implement strategies that you are able to physically follow through with  Make sure children are aware of your RULES  Review rules frequently and know ahead of time what the consequence will be if the rule/s are broken. (i.e., “If you run away from me you will have to hold my hand in the hallway.”) 224

State of South Dakota Special Education Programs  Be consistent in enforcing the rules. Follow through on what you say you will do.  Have a plan ahead of time of what you will do if the activity does not go well or there are behavioral problems.  Never not follow through with what you said you would do because you are afraid the child will get angry or upset. 225

State of South Dakota Special Education Programs Let’s talk about JUNK BEHAVIOR!!!!! Any age-typical behavior that may be annoying, but is not harmful to self, others, property, or animals. WHY????????  To get you to respond or react.  To make you angry (get even).  To get you to give in to them.  To get you to comfort them.  To make you go away.  To get you to do it for them.  Because it is just a habit.  Because it is what kids do at this age. 226

State of South Dakota Special Education Programs Extinction  Each time the child does X (target behavior), then Y (reinforcing event/activity) will no longer occur  Examples: Keep on hitting the pop machine button because might get the money back.  Takes longer for extinction to completely eliminate a target behavior because it is usually on an intermittent reinforcement schedule. 227

State of South Dakota Special Education Programs  A previously reinforced behavior is no longer being reinforced. (i.e., child yells, so gets a candy bar in the store)  Child will no longer be reinforced when demonstrating the target behavior  Goal: To Extinguish a target behavior so it no longer occurs Example: A child exhibits a target behavior and staff allows the child to have access to a reinforcing event 228

State of South Dakota Special Education Programs  During extinction, the target behaviors will likely increase before they decrease. It will get worse before it gets better.  If using extinction, DO NOT allow the child to have access to the reinforcing activity/event. This will only strengthen the target behavior by using intermittent reinforcement.  Extinction Burst: Typically, there is an initial peak or burst of the target behavior. 229

State of South Dakota Special Education Programs Implementing Extinction Programs  Select the target behavior to be eliminated  Determine how data will be collected to determine effectiveness of program  Identify how the target behavior is currently being reinforced & how to not reinforce the target behavior  Determine the replacement behavior for the target behavior  Determine effective reinforcers for desirable replacement skills 230

State of South Dakota Special Education Programs Planned Ignoring  The purpose of the procedure is to decrease inappropriate behaviors maintained by social reinforcement  Consequences are based on the function of the behavior (attention maintained behavior) 231

State of South Dakota Special Education Programs How to Implement Planned Ignoring Ignoring consists of:  do not make eye contact  do not talk to the child  do not talk about the target behavior  if possible, walk or turn away from the child  do not provide access to preferred activities/items in an effort to get the person to stop  do not provide physical touch  remain calm, unemotional 232

State of South Dakota Special Education Programs Sequence  Redirect—(stimulus change procedure)  (“I need you to take this paper up to my desk for me.”)  Prompt/Cue desired behavior  Reinforcement Sandwich  Can apply consequence within the structure  60 seconds max Diana Browning Wright: Available at www.pent.ca.gov

State of South Dakota Special Education Programs Redirection  Redirect the child back to the task at hand  Do not talk about unrelated subjects the child wants to bring up  Can state when other topics can be discussed  Use first then statement  Immediately provide praise when child begins the task 234

State of South Dakota Special Education Programs Correction Strategies  Cueing as a correction  Stop and Think  Message cards  Other signals ?? +? STOP AND THINK

State of South Dakota Special Education Programs Stop & Think Stop! Think… Make a good choice? Make a bad choice? What are you going to do? Make a good choice! Pat on the back STOP AND THINK Diana Browning Wright: Available at www.pent.ca.gov

Teaching Interaction – Reinforcement Sandwich A (Reinforce earlier behavior) B State inappropriate behavior with calm voice (“Just now, you…”) C Empathy statement D State appropriate behavior E Rationale statement F. Require response F. (Require performance) G. Consequence given/ ½ given or mentioned H. Reinforce compliance Building Instructional Control

State of South Dakota Special Education Programs A Correction Strategy explained… 1. The Top Bread -Approach the student, get on eye level or below. Tell the student what he had done correctly before the problem occurred (“Thank you for being on time today & getting ready to listen now.”) 2. The Cheese -State the problem behavior that just occurred (“Just now you said, ‘I hate this f-ing school and all you f-ing teachers’.”) 3. The Meat -Remind the student of what he/she will do as previously agreed (“Remember you were going to raise your ___ [Wait for the student to say the word hand, if necessary, provide the first sound of the word hand] then continue with what the student would do in the same prompting manner”) 4. The Condiments -Tell the student you will continue with another task and wait for him to show you the agreed-upon behavior to use in this stressful situation. 5. The Bottom Bread - When he has demonstrated the agreed upon behavior, return to the student at eye level and give verbal reinforcement.

State of South Dakota Special Education Programs Let’s Talk about it! taken from: Diana Browning Wright www.pent.ca.gov

State of South Dakota Special Education Programs Time Out vs.  Access to reinforcement is removed or reduced for a specific time period contingent on a response  Often used as punishment for misbehavior  Teacher tells the student when to leave & when to return, often with lengthy removals being the norm Diana Browning Wright, 2001

State of South Dakota Special Education Programs vs…Time Away  The student exercises the option to leave a learning task which has become aversive to him  Student moves to a location in the environment designated for this purpose & remains there until he is ready to cope with the demands of the learning environment  The student returns to the learning location by initiation, not by teacher signaling return

State of South Dakota Special Education Programs  The Beach  Australia  The Think Tank  Dinosaur Time Diana Browning Wright, 2001 Time Away A procedure to keep task-avoiding students under instructional control

State of South Dakota Special Education Programs Effective use of Time Away Systems The student can be privately encouraged to leave the activity as a “cooling off” period, until he/she is ready to cope with the assignment, but it must be clearly conveyed that this is the student’s choice and that this removal is not a punishment for misbehavior. 244

State of South Dakota Special Education Programs Sample Dialogue “Steven, I am really pleased that you have come to class today and have all your materials with you. However, you seem very upset and unable to get started, despite you and I doing the first few problems together. Steven, you know that in my classroom you have the option of moving to the ‘cooling off spot’ anytime you aren’t yet ready to cope with the demands of school. Why don’t you think about this carefully and make your choice: 1) begin your work or, 2) choose to just cool off for a while. I’ll wait to hear your decision. I need to go help Michael for a few moments while you think this over.” 245

State of South Dakota Special Education Programs Time Away: Australia Students were informed that they could choose to escape to Australia whenever they needed to recoup, think over something, cope with their feelings or frustrations. ‘Australia’ is a location in the classroom with a map of Australia and several books of Australia to look at. 246

State of South Dakota Special Education Programs The high school teacher further explained to her class that if you leave this country to enter another, you must ‘go through customs’ and ‘declare any baggage you are bringing in’. She has students enter the time they enter Australia, their departure time, and the number of the baggage contents they are bringing in which was previously generated by the students. Examples: 1) Fight with someone important in my life is still on my mind 2) Can’t concentrate because of extreme fatigue 3) Work looks too long or too complicated for me right now 247

taken from: Diana Browning Wright www.pent.ca.gov

The Beach 6th Grade Teacher informed students that when she is having a bad day, going to the beach, even for a few moments has helped her. Therefore, in her class anyone who just needs to escape for a breather can go to the beach. The beach is a small box of sand in the back corner of the room equipped with several very large seashells which, when listened to carefully, will produce the calming sounds of the ocean. 249 Dinosaur Time Student, age six with a diagnosis of autism, had a history of running away from reading group instruction, resulting in several adults trying to force him to return. In this time away procedure, Christopher was allowed to take the dinosaur from the table as a token symbolizing his permission to walk calmly around the room. When he has finished this walk, he returned to his seat and replaced the dinosaur. Average time away was approximately three minutes per twenty minute instruction period, required no adult interventions and did not disrupt the learning of others.

State of South Dakota Special Education Programs Key Components for success Classroom environment must be one in which unconditional, positive regard is available for all students, with effective classroom organization in place. Instructional material must in general be accessible to the student, with appropriate accommodations or modifications in place to support student in successfully completing the assigned material. This procedure will be misused by students if this is the only way they can escape inappropriate seatwork activities. 250

State of South Dakota Special Education Programs Initial explanation of the Time Away option should be given to the class as a whole, with explanation of what might be a reason to choose this option, and what might NOT be a good reason. ‘Learning to cope with the demands of school’ should be emphasized. When the student returns from Time Away to the assigned work location, the teacher should privately reinforce the use of this procedure by a quiet acknowledgment. 251

State of South Dakota Special Education Programs Troubleshooting “What If They Won’t Come Back?” “What If They Won’t Go When I Tell Them To?” “What If Everyone Wants to Be There At Once?” 252

State of South Dakota Special Education Programs Handling Major Behavior Problems De-escalation taken from: Diana Browning Wright www.pent.ca.gov

State of South Dakota Special Education Programs 5 Rules of Responding  Don’t direct peer pressure to a misbehavior publicly when the matter can be handled gently in private.  Do move toward the student creating an aura of personal contact.  Develop nonverbal cues  Identify the misbehavior after the reprimand & direct the student toward the desired activity  Direct the sanction to a specific person taken from: Diana Browning Wright www.pent.ca.gov

State of South Dakota Special Education Programs Ten Variables that Affect Compliance 1.Stop using a question format 2.Reduce distance 3.Achieve eye contact 4.Limit to 2 requests 5.Reduce loudness of request 6.Give the student time 7.Cue alternative 8.Flat tone, words spaced 9.Describe minimal compliance to exit 10.Reinforce 255

State of South Dakota Special Education Programs Crisis Management  Protect the student and others  Help student through crisis cycle  Crises should be followed by team problem-solving to prevent reoccurrence (Colvin, 2004) 256

State of South Dakota Special Education Programs Punishment? To Achieve What?  Do I consider alternatives?  Do I consider logical consequences & response cost when needed?  Have I considered tighter structure? taken from: Diana Browning Wright www.pent.ca.gov

State of South Dakota Special Education Programs Need To Punish?  Why? Who will benefit?  Can I problem solve with this student and reach a solution?  Can I develop a communication system with the parents/guardians?  Can a mentor serve as parent if appropriate?  Do I understand the behavior’s purpose?  Is there high contrast present? 5 to 1?  Is the punishment clearly a response cost?  Do I add undesired or take away desired?

State of South Dakota Special Education Programs If you must…….  Consider “logical consequences”  Consider “response cost”  How will I address the side effects of punishments (fight & flight)?  Have I considered alternatives to suspension?

State of South Dakota Special Education Programs Response Cost….explained  It occurs when a stimulus is taken away as a consequence of behavior and the effect is to reduce the frequency of the behavior.  In general, any time you use the word penalty you are talking about response cost. A speeding ticket is a negative reinforcer. Taken from: http://www.psywww.com/intropsych/ch05_conditioning/response_cost.html

State of South Dakota Special Education Programs Debrief and try again  Perhaps increase structure  Increase intervention levels  If significant, Consider Behavior Intervention Plan taken from: Diana Browning Wright www.pent.ca.gov

State of South Dakota Special Education Programs Debriefing  Active Listening  Thinking about my inappropriate behavior  Problem-solving steps  Teacher’s request for behavioral assistance  Incident report taken from: Diana Browning Wright www.pent.ca.gov

Debriefing

taken from: Diana Browning Wright www.pent.ca.gov

State of South Dakota Special Education Programs Writing Effective Behavior Support Plans

State of South Dakota Special Education Programs What is a Behavior Support Plan?  Sometimes called Behavior Intervention Plan (BIP)  A plan that changes the environment to shape student’s behavior in a positive way  Changes what behaviors are reinforced  Tells who will be responsible for carrying out the plan  Tells when the plan will be revisited to see if it is working 267

State of South Dakota Special Education Programs Where Do You Start?  Gather information  Collect data on the problem behavior Through observations Through interviews Past information  Look at what is happening before the behavior occurs (antecedent)  Look at what happens after the behavior occurs (reinforcing behavior) 268

State of South Dakota Special Education Programs #1. Problem Behaviors (define & describe why they are important to change):  Description should be observable, e.g., what it looks like to a camera, and therefore measurable for progress monitoring.  If the team describes a category or label for the behavior, follow that with a description of exactly what the student is doing. 270

State of South Dakota Special Education Programs Examples for #1  Off task:  Poor organization & planning:  Tantrums: Outbursts/ Rage/Explosive Reactions/  crawls on the floor; plays with objects in desk; attempts play with others  rushes to complete assignment without planning each phase; waits until the final work period to begin a long term assignment  student throws materials; student crawls under the desk and screams with high volume. 271

State of South Dakota Special Education Programs #2 Previous Interventions: What interventions have already been implemented?  Indicate intervention  Setting(s) intervention implemented in  Duration of intervention  Results of intervention 272

State of South Dakota Special Education Programs Examples for #2  Student has been receiving small group social skill instruction with the counselor for 4 weeks 2x’s/week. Some improvement has been seen, but student is struggling to generalize to other settings.  Began an assignment notebook with home/school signature system 3 weeks ago. Parent reports that student is doing a better job getting homework home & she knows what work needs to be completed. 273

State of South Dakota Special Education Programs #3 Baseline Data (frequency, duration, intensity, behavior graphs, etc): This conveys to the reader the extent to which this behavior is significant. 274

State of South Dakota Special Education Programs Frequency: How often the behavior happens (Every ten seconds, Three times per week, Periodically during the month, see behavior logs: averages 2 x per month) Intensity: A description of the heightened impact of the behavior, e.g., the depth, the force, the strength, the vigor or extreme level of the behavior (Screams - loud enough to be heard in adjacent classrooms; Hits with retracted fist -hard enough to leave bruises; Bites -hard enough to leave marks, but has not yet broken skin  Duration: How long the behavior lasts; After Lunch--5th and 6th Periods, Entire Period with no stopping Continuous for 20 minutes  May insert a graph 275

State of South Dakota Special Education Programs Examples for #3 Behavioral data from August 20, 2007 through October 4, 2007 indicates the following:  Hit staff – 10 times  Threaten verbal/physical aggression – 8 times  Teasing/provoking others – 5 times  Kicking – 2 times  Tantrums – 2 times  Typically staff responded by reinforcing appropriate behaviors, redirecting Branden, time away, or time out. 276

There are 2 major documented occurrences of verbal aggression to others in the classroom, lunchroom, and playground. Minor occurrences are reported to happen two times per week. The following is data collected for Jayden regarding major office discipline referrals: 277

State of South Dakota Special Education Programs #4 Hypothesis (What is the function of the behavior?): Specify the function of behavior in terms of getting or rejecting (protest, escape, or avoid) something that will guide development of a functionally equivalent replacement behavior. 278

State of South Dakota Special Education Programs Examples for #4 Getting Examples:  To gain adult attention  To gain sustained peer attention and positive comments (use instead of “power”)  To gain a desired item or activity  To get a choice in the pacing of activities (use instead of “control”) 279

State of South Dakota Special Education Programs Reject: (Escape/Protest/Avoid) Examples:  To escape or avoid a task student states is (a) too hard or (b) too long, or (c) not meaningful to the student or (d) to escape peer comments that the task is too easy  To avoid or protest a demand or request or reprimand  To escape an environment in which the student states negative comments from peers frequently occur  To escape or avoid specific people or activities 280

State of South Dakota Special Education Programs #5 Identified antecedents (triggers) to the behavior: Situations in which the behavior is likely to occur: people, time, place, object, etc. 281

State of South Dakota Special Education Programs Examples for #5  Physical Setting -Sensory under or over stimulation: noise, crowding, temperature, etc.; missing or present materials, configurations of furniture;  Social Setting -Interaction patterns in or around the student, people present or absent; substitute teacher  Instructional Strategies -Mismatch between learner accommodation needs and instructional components. An accommodation plan may be necessary to increase student success.  Scheduling Factors - Specific times within the schedule; with or without sequencing and transition supports; absence of a visual schedule; unanticipated changes in routine 282

State of South Dakota Special Education Programs #6 Antecedent Modifications & staff responsible (changes needed to the environment):  In other words, what is missing in the environment that needs to be added, or what is in the environment/curriculum that needs removing?  Changes in time/space/materials/ interactions to remove likelihood of behavior 283

State of South Dakota Special Education Programs Examples for #6 Present in the environment: remove something  Problems with seating arrangement, noise level of the classroom, size of the desk,  interactions going on around student, etc., so change these variables  Peer status is gained for misbehaving, so arrange peer status for pro-social behavior Missing in the environment: add something  Student has not yet been taught how to transition quietly, so teach it.  Rules, expectations, alternatives, consequences are not yet clear to the student, so explicitly re-teach and reinforce adherence 284

Time changes: Review environmental analysis for what to add or remove  Provide a break after 15 minutes of work  Allow completion of tasks in parts; develop a pacing technique  Give student time to finish assignments at home  Give more/less time on tasks Space changes:  Student will sit near the front  Student needs to sit near assigned support buddy  Different work areas will be clearly identified, different work spaces for different tasks 285

Material(s) changes:  Hands-on learning or manipulatives will be increased  Tasks organized in sequencing trays; visual schedule provided on student’s desk  Notebook organizer for assignments (instruction to use)  Enlarged print size for texts  Provide pictures for use in communicating needs & wants Interaction changes:  Use specific supportive voice volume & words; prepare the student ahead of time for change  Cue the student to use previously taught coping strategies when changes to routine create anxiety  Model positive self-talk language & teach a calming count down, 10 to 1, to aid relaxation 286

State of South Dakota Special Education Programs # 7 Functionally Equivalent Replacement Behaviors:  What student should do instead of the problem behavior  Functionally equivalent replacement behavior (FERB) is a positive alternative that allows the student to obtain the same outcome that the problem behavior provided.  FERB must be as easily performed as the prob behavior.  USE COMPETING PATHWAYS CHARTING! 287

Examples for #7  (Swears at teacher: protesting a lack of attention) – FERB: Verbally state a desire for attention from the teacher.  (Fights: protesting not getting his way during a recess game) – FERB: Use protest language taught in verbal conflict resolution training.  (Screams: protesting an unexpected activity) – FERB: Use the printed schedule to protest & then negotiate about an upcoming unexpected activity.  (Runs from room-escaping hard work) – FERB: Go to time away/break center.  (Gains sustained positive peer attention from gang members for assaultive behavior) – FERB: Gain sustained positive peer attention from an alternative group for prosocial behavior. 288

State of South Dakota Special Education Programs #8 List teaching Strategies/Necessary Curriculum/Materials needed to:  Teaching of underlying pivotal skills that will increase the student’s ability to perform general positive behaviors should also be considered.  List successive teaching steps for student to learn replacement behavior/s 289

State of South Dakota Special Education Programs Supports selected by team must be logically related to the assessment:  What was determined to be the function of the behavior? (item 4)  What the team believes the student should do instead of the behavior? (line 7) 290

State of South Dakota Special Education Programs 291 Distinctions:  General, positive behavior instruction teaches the student underlying skills, often useful in problem situations.  FERB specifically allows the student to get or reject something in a more socially acceptable manner as compared to the problem behavior method.

State of South Dakota Special Education Programs #9 Positive reinforcement strategies for displaying appropriate behavior & staff responsible: A reinforcer is something proven to increase the behavior. A reward is something we hope the student will strive to earn, but there is no current evidence supporting that conclusion. 292

State of South Dakota Special Education Programs Rules for Reinforcers  Specificity: Be specific  Contingency: Given after desired behavior exhibited  Efficacy Evidence: Student WANT the reinforcer  Frequency: Frequency of earning must match the students ability to delay gratification. Approximately every 10 minutes? 2x per week?  (High frequency -important consideration for students with a limited history of reinforcement for desired behavior.)  Immediacy: Delivered IMMEDIATELY after desired behavior. Young children; just starting behavior plan  Choice-within-Variety: Offer more than one reinforcer & allow the student to select. 293

Examples for #9  Physical: High-five/low-five, pat-on-the-back  Verbal: Use specific praise, e.g. “I bet you are proud of this work!” “You Made a Good Choice! You worked very carefully on that assignment”  Activity Access: Desired activities available following the completion of less preferred activities, e.g., time on the computer; free time; listening to music  Tangibles: Positive phone calls or notes sent home; small toys.  Tokens and points: Use a symbol standing for progress toward accessing desired outcomes:  Privileges: Passes or permission to: exempt an assignment; get an extra point on the quiz of your choice; permission to sit where you want for one period. 294

State of South Dakota Special Education Programs #10 Reactive strategies & staff responsible? What to do when the problem behaviors occur, including the Crisis Management Plan? What steps will the adults take to return the student to rule-following behavior? How can staff best prevent escalation? What words, items, or actions work to calm this specific student? 295

State of South Dakota Special Education Programs Examples for #10 Examples in a Hierarchy of Responses: 1.Prompt to the FERB, or redirect to task with additional supports: (Redirecting Phase) 2.Reactive Strategies for When the Problem Behavior is Escalating Beyond Initial Redirection Phase (Managing the Problem Safely) 3.Strategies for After the Problem Behavior is Over (Debriefing Phase) 4.Possible Additional Strategies (Consequences or Punishment) 296

State of South Dakota Special Education Programs #11 Data Collection: Methods & frequency of monitoring the progress of the plan Examples:  A maladaptive behavior record will be completed each time Branden exhibits problematic behaviors during the school day (all staff).  Dylan’s daily behavior will be documented on the behavior log be completed each time Dylan exhibits extreme problem behaviors during the school day (all staff) 297

State of South Dakota Special Education Programs #12 Manner & Content of Communication On-going progress monitoring to document response to intervention requires delineating: 1. the communication participants 2. under what conditions 3. manner 4. expected frequency 5. content 6. two-way specification 298

State of South Dakota Special Education Programs Behavior Goals  For students on an IEP you will need Behavior Goals  Every goal requires six components to enable adequate progress monitoring. Components can be in any order, grids & tables are acceptable.  FERB goals also minimally have six parts, but in order to show a clear connection to how this goal achieves similar functional outcomes to the problem behavior under similar conditions, a nine component format is preferable. 300

State of South Dakota Special Education Programs Practice Practice Practice!  Each team will be assigned to draft a Behavior Support Plan, including a competing pathway chart.  Feedback will be provided, so try your best! 303

State of South Dakota Special Education Programs Behavior Support Plans See www.pent.ca.gov/formswww.pent.ca.gov/forms Contingency Pathway Charting Behavior Support Plan  Behavior impedes learning of student or peers Positive Behavioral Intervention Plan  Behavior is Self-injurious, Assaultive, Severe Property Damage or Other PERVASIVE maladaptive behavior 304

Questions…

State of South Dakota Special Education Programs References  Colvin, G. (2004). Managing the cycle of serious acting-out behavior. Eugene, OR: Behavior Associates  Hawken, L.S. & Horner, R. H., (2003) Implementing a targeted Group Intervention Within a School-Wide System of Behavior Support. Journal of Behavioral Education, 12, 225-240.  Hawken, Pettersson, Mootz & Anderson (2005). The Behavior Education Program: A Check-In, Check-Out Intervention for Students at Risk. New York, NY: Guilford Press.  Jenson, Rhode, Reavis (2009). The tough kid tool box, 2 nd Ed. Pacific Northwest Publishing.  Latham, G. (2006).Power of positive parenting. http://ocw.usu.edu/familyconsumerhumandevelopment/oer-power-of-positive- parenting/index.html http://ocw.usu.edu/familyconsumerhumandevelopment/oer-power-of-positive- parenting/index.html 307

State of South Dakota Special Education Programs References  Latham, G (2008). Tools for Positive Behavioral Change.  Moroz, K. & Jones, K. (2002). The effects of positive peer reporting on Children’s social involvement. School Psychology Review, 31, 235-245.  Randolph, J. J. (2007). Meta-analysis of the research on response cards: Effects on test achievement, quiz achievement, participation, and off-task Behavior. Journal of Positive Behavior Interventions, 9 (2), 113-128. 308

State of South Dakota Special Education Programs References  Rathvon, N. (1999). Effective School Interventions: Strategies for Enhancing Academic Achievement and Social Competence. New York: Guilford Press.  Wright, Saren, Cafferata,, Keller (2009). The BSP Desk Reference: A teacher and behavior support team’s guide to developing and evaluating behavior support plans. 309

State of South Dakota Special Education Programs Resources  http://pbiscompendium.ssd.k12.mo.us/schoolwide.htm http://pbiscompendium.ssd.k12.mo.us/schoolwide.htm  www.pent.ca.gov www.pent.ca.gov  http://www.promoteprevent.org/publications/ebi-factsheets http://www.promoteprevent.org/publications/ebi-factsheets  http://flpbs.fmhi.usf.edu/ http://flpbs.fmhi.usf.edu/  http://sdpbis.wikispaces.com/ http://sdpbis.wikispaces.com/  http://interventioncentral.com/ http://interventioncentral.com/  http://cecp.air.org/ http://cecp.air.org/  http://elearndesign.org/resources.html http://elearndesign.org/resources.html  http://www.swis.org/ http://www.swis.org/ 310

State of South Dakota Special Education Programs Intervening with Students with Problematic Behavior University of Sioux Falls June 20-21, 2016 Kari A.

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