1. Understanding Behaviour
Response Interventions

2. Getting re-connected

3. A simplified way of framing the assessment and intervention process
Antecedent
Behaviour
Consequence
Proactive
Teach
Response
You

4. A-B-C
James is a seventh-grade student with difficulties in oral reading. In social studies class, each student is expected to take a turn reading part of the chapter out loud. When it is James’s turn, he responds by throwing his books on the floor and swearing at the teacher. His teacher responds by sending him to the vice-principal’s office. This behaviour continues and worsens over the Fall.

5. A-B-C
Michael, a second-grade student, pushes the other children in line when he is told to stand at the end of the line. When the teacher lets him hold the door, he stops pushing. This happens every time the students line up for lunch. This behaviour continues on a daily basis.

6. A-B-C
Lisa is a fifth-grade student who loves to be the center of attention. She frequently makes loud inappropriate jokes in the class that cause her classmates to laugh. This behaviour continues even though the teacher interrupts each incident by giving Lisa a long lecture about appropriate fifth-grade behaviour.

7. Consequences
Responses used by educators when the student engages in challenging behaviour
Maintaining consequences need to be eliminated
Selected procedures need to make the challenging behaviour ineffective and less useful to the student
Reinforcement is given to encourage / teach / increase frequency of the use of replacement behaviours

8. Consequences
Reinforcement is withheld to ensure that the behaviour won’t work for the student
Positive consequences (increase replacement behaviours) are effective when they target a specific behaviour and are applied immediately, with eye contact and genuine enthusiasm

9. Response Interventions
Discontinue reinforcement of challenging behaviour
Peers and educators respond to appropriate behaviours
Increase ratio of “+” to “-” responses

10. Response Interventions
Ignore
Redirect
Interrupt the student’s movement into the next activity
Home-to-school reinforcement system
Crisis Intervention

11. Alba
During recess Alba will steal equipment, and push to the front of lines when not actively included in a game (especially with “wall ball” and “4 square”). This pattern is most likely when Alba has been working without peer collaboration in previous class period.

12. Bruce
Triggers: walking to car from house, demand is placed to go to next activity, change in routine
Setting event: tired
Target Behaviour: throws self onto ground, cries
Maintaining Consequences: verbal coaxing, allowed to continue what he was doing prior to the request, physically helped after a bit of his behaviour

13. Responses Apply consistently Use the power of proximity
Make direct eye contact
Use a soft voice
Be firm and anger-free
Link the response to the expected behaviour
Never accept excuses, bargaining or whining
Be educative, not vindictive

14. Monitoring
Regular meetings with minutes about decisions to change the intervention plan
Keep data about the target behaviour
Data will inform decisions for ongoing planning and reporting

15. Monitoring & Evaluation
Ensure all educators who have implementation responsibilities know about the plan and how to put the plan into action
How will everyone know positive changes are taking place?

16. Timeout
By definition a punisher as it is intended to decrease behaviour
Can be reinforcing to avoid / escape behaviours
Usually doesn’t result in long term change as not educative in nature
Often done out of frustration

17. Timeout
If used should be part of the plan and follow all ethical procedures
If used should follow appropriate procedures for physical and emotional factors
If a regular response, then needs to be examined or plan revised
If used, document (frequency, time, who implemented, description of the incident, where, etc)

18. Functional Behaviour Assessment Steps
Decide if a intervention is warranted
Develop a personal profile
Define the target behaviour
Conduct a functional behaviour interview
Conduct direct observations
Use setting events checklist
Form hypothesis
Design an support plan (prevent, teach and respond)
Evaluate plan

19. Last session
Crisis Intervention