1. Evidence-Based Supports for Employment Success
Intensive Training
Evidence-Based Supports for
Employment Success

2. Today’s Itinerary PBIS—Contextual Supports Universal Supports
Visual Schedules / Supports
Self Management Systems

3. Learning Principles (Working Agreements)
Wait for Team Time to Talk
Write / share notes
Cell Phones on Silent
CONTRIBUTE
Everyone has a contribution to make
OTHERS?

4. PBIS Components Applied to Work What is PBIS?
Gather and Share
Components

5. What is PBIS…… NOT NEW Intervention Package / Cookbook
Founded in Behavioral Science
Intervention Package / Cookbook
Intervention Components
Evidence-Based Behavioral Practices
FRAMEWORK for Making Decisions
Specific Strategy
School-wide PBIS Implementation Guide, MDE 2010

6. Primary Components of PBIS
PREVENT Challenging Behaviors (proactive)
Applying Positive Behavioral Support and Functional Behavioral Assessment in Schools, OSEP Center on PBIS (2000); Horner, R.H. (2000); Janney, R. & Snell, M.E. (2000); Sugai, et. al. (2000); Positive Behavior Support for ALL Michigan Students (MDE, 2000)

7. Primary Components of PBIS TELLING ISN’T TEACHING
PREVENT Challenging Behaviors (proactive)
Creating Supportive Environments
TEACH new skills (educational)
TELLING ISN’T TEACHING
TOLD ISN’T TAUGHT
Applying Positive Behavioral Support and Functional Behavioral Assessment in Schools, OSEP Center on PBIS (2000); Horner, R.H. (2000); Janney, R. & Snell, M.E. (2000); Sugai, et. al. (2000); Positive Behavior Support for ALL Michigan Students (MDE, 2000)

8. Primary Skills to Teach
Engagement
Independence
Social Interaction
Communication
Systems (e.g. Visual Schedules & Supports)
Self-Management (e.g. take a break)

9. Primary Components of PBIS
PREVENT Challenging Behaviors (proactive)
Creating Supportive Environments
TEACH new skills (educational)
TEAM (Collaborative) Problem-Solving Approach
Use a variety of perspectives
Increase implementation / accountability (Horner Study)
Applying Positive Behavioral Support and Functional Behavioral Assessment in Schools, OSEP Center on PBIS (2000); Horner, R.H. (2000); Janney, R. & Snell, M.E. (2000); Sugai, et. al. (2000); Positive Behavior Support for ALL Michigan Students (MDE, 2000)

10. Primary Components of PBIS
PREVENT Challenging Behaviors (proactive)
Creating Supportive Environments
TEACH new skills (educational)
TEAM (Collaborative) Problem-Solving Approach
Use a variety of perspectives
Increase implementation / accountability (Horner Study)
DATA-BASED Decision Making
Use of Functional Behavioral Assessment
Using data to guide decision-making
Applying Positive Behavioral Support and Functional Behavioral Assessment in Schools, OSEP Center on PBIS (2000); Horner, R.H. (2000); Janney, R. & Snell, M.E. (2000); Sugai, et. al. (2000); Positive Behavior Support for ALL Michigan Students (MDE, 2000)

11. Old vs. New Thinking Old Thinking New Thinking
Views the STUDENT as the problem
Attempts to FIX the student
Emphasizes REDUCING Behavior
Relies on NEGATIVE consequences
Expectations of a QUICK fix
Designed by an “EXPERT”
New Thinking
Views the SYSTEM/SETTING &
SKILL DEFICIENCY as the problem
Adjusts Systems/Settings & Improves Skills
Emphasizes INCREASING Behavior
PRIMARILY relies on POSITIVE approaches
Goals of SUSTAINED results
Focus on TEAM approach
Adapted from Positive Behavior Support
for ALL Michigan Students (MDE, 2000)

12. Principles of Behavioral Science
Behavior serves a FUNCTION! !
Behavior is influenced by:
internal events such as physiological condition (e.g., earache)
emotional state (e.g., anxious, scared)
factors outside the immediate context, including relationships, activity patterns, and lifestyle issues.
Behavior is related to and governed by its CONTEXT:
ENVIRONMENT
O’Neill, et. al., 2014)

13. The ABC Paradigm
ANTECEDENT
BEFORE
BEHAVIOR
DURING
CONSEQUENCE
AFTER

14. Understanding BEHAVIOR using the ABC Paradigm
REINFORCEMENT
PUNISHMENT
CONDITIONS BEFORE
Antecedent
Behavior
Consequence

15. Types of Sr and Punishment
Reinforcement
Punishment
Positive = Give
POSITIVE Sr
POSITIVE Punishment
Negative = Remove
NEGATIVE Sr
(ESCAPE)
NEGATIVE

16. Reinforcement (Sr) USE THE RIGHT REINFORCEMENT STRATEGY
PURPOSE / INTENT of Reinforcement?
INCREASE FUTURE LIKELIHOOD OF BEHAVIOR
FEEDBACK re: correctness of a response (Skill Deficit)
MOTIVATION to engage in a behavior/response not naturally motivating (Performance Deficit)
USE THE RIGHT
REINFORCEMENT STRATEGY

17. CAUTION: Contingent Reinforcement
Do not use highly preferred items / interests
Earn by amount of time or items rather than earn it or not

18. Lots of things work “in the moment,” but at what cost?
Effects of PUNISHMENT WARNING: Content may be inappropriate for young children or those easily offended….
Lots of things work “in the moment,” but at what cost?

20. Multi-Tiered Systems of Support (MTSS) Application to Work
Intensive Supports
Targeted Universal
Supports
Level of individualization
Universal Supports
Core Job Tasks & Curriculum,
Teaching and Management System

21. Functional Behavioral Assessment
ANTECEDENT
BEFORE
PREVENT
challenging behavior from occurring in the first place….
BEHAVIOR
DURING
TEACH
new skills
CONSEQUENCE
AFTER
RESPOND in ways that:
Do not reinforce challenging behavior;
Prevent further escalation

22. (Positive Reinforcement) (Negative Reinforcement)
Functions of Behavior
GET Something
(Positive Reinforcement)
AVOID Something
(Negative Reinforcement)
INTERNAL
Relaxation
Self-Stimulation
Justice/Fairness
Sensory Input
Enjoyment
EXTERNAL
Attention
Choice
Objects/$
Praise
Preferred Activities
INTERNAL
Failure
Embarrassment
Boredom
Anxiety
EXTERNAL
Task
Sensory Input
Peers/Teacher
Homework
Chores
Adapted in part from Addressing Student Problem Behavior—Part III: Creating Positive Behavioral Intervention Plans and Supports (Center for Effective Collaboration and Practice, 2000)

23. If non-contingent access / avoidance,
Determining Function
Ask:
If non-contingent access / avoidance,
will the behavior stop?

24. Avoid Assumptions / Attributions
Fundamental
Attribution Error
Manipulative
Defiant / Non-compliant
Stubborn
Lazy
Argumentative
Has Sensory Issues
Disrespectful
Attention-Getting
Own Worst Enemy
Not Motivated?
Uncooperative
Selfish
“He can do it if he WANTS to”

25. You See You Assume More Likely
Disorganization
Doesn’t ask for help
Wanders
Laziness
Non-compliance
Lack of motivation
Lack of understanding
Theory of mind deficit
Filling down time
Resistance to change
Engages in repetitive activities
Perfectionism
Stubbornness
OCD
Keep world predictable
Reduce anxiety
Follow expectations
Literal interpretation
Constant repetitive questions
Attempt to annoy
Sarcastic
Not understanding
Needs verification

26. FBA Activity
Does the student present with behavior that interferes with:
Socialization / Communication
Independence skills
Engagement
Opportunities in Integrated Environments
If so, what information do we have about the behavior?:
Variables associated with the problem (antecedents, consequences)
What are potential functions?
Data we need to answer these questions?
Based on data, what strategies might we employ?

27. Multi-Tiered Systems of Support (MTSS) Application to Work
Intensive Supports
Targeted Universal
Supports
Level of individualization
Universal Supports
Core Job Tasks & Curriculum,
Teaching and Management System

28. What are Universal Supports for Students with ASD?
Founded in the EBPs;
Serve to prevent a majority of challenging behaviors;
Considered critical for the vast majority of students with ASD;
Have been identified as highly effective practices in teaching and learning for students with ASD;
Non-Negotiable!

30. We all need Visual Supports

31. Why Visual Supports? Utilizes Strengths: Visual Processing
Helps Establish and Maintain Attention
Students with ASD often attend to irrelevant details
Students with ASD don’t recognize what is important to attend to
Clarifies verbal information / expectations
Students with ASD can easily become adult dependent / visual supports allow them to be independent
Students with ASD often make incorrect associations
THEORY OF MIND
Increases motivation
Students with ASD are often not naturally motivated by social approval

32. Visual Supports Plan First Create a Schedule Matrix

33. Schedule Matrix Example

34. The Primary Schedule Non-Negotiable
WHY?
ASD Characteristics
Need for Structure / Routine
Teach a SYSTEM
THEORY OF MIND
“He doesn’t need it!” / “He knows the schedule”
Arrival
Work
Choice
Lunch
Clock Out

35. Implementation Variables
Method of Manipulating the Schedule
Carry object to be used in the next task
Carry object / visual to the area of the next task (check in / out)
Turn over / around; Move from one place to another on the schedule
Mark off / Check off
Location
Stationary
Portable

36. TEACH the System Instruction vs. Prompting:
First time given = instruction;
Every support after to elicit the response = prompt
Prompt = “help” to teach the correct response
Goal of prompt is to elicit correct response
Repeating instructions = verbal prompts
Multiple prompts encourages inattention / guessing
Use least intrusive prompt necessary to get the correct response

37. Types of Prompts
Physical Prompts: Most intrusive / restrictive type of prompt.
Full physical guidance to a partial physical prompt such as a light touch to encourage a response.
Verbal Prompts: Additional verbal instruction to perform the required action.
Visual Prompts:
Object Prompts: The object acts as a stimulus for the response.
Gestural Prompts: A point or other gesture to prompt the expected response.
Pictorial: A picture or other two dimensional representation (words, symbols, etc.) acts as a stimulus for the response.
Positional Prompts: Positioning the correct response in a way that the student is more likely choose it (often used in direct instruction situations).
Model Prompts: Demonstration of the behavior to be performed (i.e., showing how to perform the behavior/action). 

38. Prompting Procedures Levels of prompting (amount of assistance)
Most-to-Least Prompting
For NEW Skills / Minimizes Errors
High risk of prompt dependency 
Least-to-Most Prompting
Use for performance deficits and when learner begins to perform the skill
TIME DELAY: Give time enough to produce the response but not enough to allow error / produce behavior challenges
Reinstate prompts if learner regresses; doesn’t respond; begins to respond incorrectly, etc.
Fade prompts as quickly as possible
Avoid prompt dependency / Ensure independent responding
Fading Prompts:
Say softer
Use less force
Model PART and wait

39. Create Prompt Hierarchy
Visual
Model
Full Physical

40. Using Prompting and Reinforcement = SHAPING
Baseline
Successive Approximations
Target

41. Differential Reinforcement Level
Effectively Teaching
Learning Level
Prompt Level
Differential Reinforcement Level
New Skill
Mastered Skill
Most Prompting
Least Prompting
Strong to Fade
Natural

42. Action Plan for Visual Schedule & Teaching Plan
What will the schedule look like?
How will the student interact with it?
Where will it be located?
TEACHING PLAN:
Prompting
Feedback

43. Visual Supports Plan REVIEW SCHEDULE MATRIX
Not independent
Not engaged (productive)
Presenting with behavior

44. Add Schedules as Needed
Mini Schedules / Schedules within Schedules
Complete Boats
2 Pads
Bend Out
Bend In
Pull Apart
1 Needle
2 3-cc Syringes
1 10-cc Syringes
Task / Routine Checklists (Self-Management)
Arrival / Dismissal Routines
Materials Organization
Social Narratives

46. Move the Schedule Out

47. Expectations by Environment
Office
Bathroom
Floor
Break Room
Parking Lot
Level 1 Voice
Clock in First
One Question of Secretary
Use Stall
Wash Hands
Return to Work
Level 3 Voice
Keep Working
Ask for help only if stuck
Only eat food you brought
Two vending items per day
Everyone makes their own break time choice
Walk on the outer perimeter
Use the closest door to enter

48. Visual Schedules and Supports Forces FOR – Forces AGAINST Make Stronger – Make Weaker

49. Self Management Interventions that assist students with ASD in:
Independently self-regulating and monitor their behaviors
Learn hidden curriculum and follow social expectations in a variety of environments.
Improving language/communication, social, behavioral, and adaptive skills.
Self-management is both a tool to teach other skills and an important skill in itself

50. Self-Management Components
Teaching students to:
(a) monitor behavior
(b) record performance, and
(c) obtain feedback / reinforcement
Implementation Steps:
Prepare the system
Teach student to use the system
Implement the system with adult support
Promote independence with the system

51. Implementing a Self Management System
Step 1: PREPARE THE SYSTEM
Step 2: TEACH to use the SYSTEM
Step 3: IMPLEMENT with Adult Support
Step 4: Promote Independence with the System

52. Ask Yourself a Series of Questions
What are other people doing that target student is not?
What are other people not doing that target student should be?
Which of these behaviors occur most often across the day?
Which of these behavior, if addressed, would make the biggest impact?
Who are the participants in the environment who may need to be included in the process?
What are the student’s interest areas?
This will assist in the development of the system to promote engagement

53. Self Management by Presenting Problem
Independence in Routines
Self Awareness
Interruptions/Disruptions to Instruction
Anxiety Reduction
Time
Organization
Expectations
Behavior/Break
Engagement/Academics
Manage High Interest Area
Socialization
Job/Vocational Tasks

54. A Series of Routine Independence Questions
What routines are other students doing independently?
What routines is the target student not doing independently (i.e. requiring adult prompts) that the other students are doing independently?
Which of these tasks or routines, if addressed, would have the biggest impact?
Of these, what task or routines does the team want to target? Limit: INITIALLY NO MORE THAN 1
Who are the participants in the task or routine who may need to be included in the process?
What are the student’s interest areas?

55. Self-Management for Routine Independence
9th grader with ASD
Did not like having a paraprofessional walking with him between classes; ran away, hid, etc.
Used the self-management checklist to increase independence so paraprofessional wasn’t needed

56. Routines Rally Find a partner you don’t know (Single’s Bar);
Share a routine that occurs regularly in your work that isn’t always followed and a checklist that could help;
Return to your table;
When everyone has returned, share your PARTNER’s routine and plan.

57. Self Management
Self Awareness

58. A Series of Self Awareness Questions
What is the student doing that is causing a problem (e.g. swearing)?
Does the student have a recognition of what he/she is doing, how often, etc.?
What visual system can be developed to assist the student in monitoring the behavior?
Who are the participants in the task or routine who may need to be included in the process?
What are the student’s interest areas?
This will assist in the development of the system to promote engagement