1. Behavior Management Section II: Changing Behavior

2. DeAnn Lechtenberger — Principle Investigator Nora Griffin-Shirley — Project Coordinator Doug Hamman — Project Evaluator Tonya Hettler—Grant Manager Project IDEAL is funded through a grant from the Texas Council for Developmental Disabilities ($599,247) with match from Texas Tech University for ($218,725) The views contained herein do not necessarily reflect the position or policy of the funding agency[s]. No official endorsement should be inferred. 2

3. The learner will:  examine common thoughts about behavior  understand the importance of teaching appropriate behavior  learn how to reduce inappropriate behaviors and teach more acceptable behaviors 3

4.  He can behave on some days, but not others.  He can behave one-on-one or in a small group, but not in a large class.  He knows how to behave, but he just doesn’t want to.  He should be able to behave appropriately. 4

5.  If a student behaves inappropriately, it is because: He has not been taught how. He knows how to in some environments or with some people but not others. He knows how to do it, but we have not made it worthwhile. 5

6.  To make the life as a teacher easier  To allow time to be spent on academic tasks  To establish a supportive, predictable learning environment  To make students independent learners 6

7.  Appropriate behavior is a skill that can be taught just as an academic skill is taught.  Behavior must be explicitly taught using the basic principles of Applied Behavior Analysis.  Students with disabilities do not necessarily learn through observation.  Students with disabilities need modeling, error correction, and practice. 7

8.  Step 1: Identify the behavior to change.  Step 2: Measure the behavior.  Step 3: Draw a hypothesis as to the purpose of the behavior.  Step 4: Choose a replacement behavior.  Step 5: Identify the current stage of learning.  Step 6: Determine the level of support.  Step 7: Track the new behavior.  Step 8: Fade assistance. 8

9.  Ask yourself: What exactly do I need him to do?  Examples of specific behaviors: Stay in his seat during the math lesson. Raise his hand before speaking. Not push or hit others. 9

10.  Yields valuable information on when, where, and how often a specific problem behavior occurs  Assists the teacher in developing a hypothesis as to the purpose of the behavior  Obtain information to identify behavior management strategies  Captures even the smallest signs of progress when attempting to change a student’s behavior 10

11.  For behaviors that have a distinct beginning and ending, count the number of times the behavior occurs within a given time period. This is called a frequency count.  Examples of frequency counts: Number of times out of seat during math Number of questions answered in 10 minutes 11

12.  For behaviors that go on over periods of time, use a stopwatch or timer to measure how long the behavior occurs within a given time period. This is called duration.  Examples of duration: Total amount of time out of seat during math Length of time working before student takes break 12

13.  Additionally, all behaviors can be measured using the Antecedent-Behavior- Consequence model (A  B  C).  To use the A  B  C model, systematically record what happens before the problem behavior, during the problem behavior, and after the problem behavior. 13

14. Antecedents Behavior Consequences DURING BEFORE AFTER Teacher says “John, sit down.” John screams. Teacher says “No screaming” and takes John to time-out.   14

15. A - antecedents B - behavior C - consequences What specific activity or event happened before the behavior? What specifically did the child do or say? What happened after or as a result of the behavior? Teacher says “John, sit down.” John screams. Teacher says “No screaming” and takes John to time out. John screams (in reaction to being in time-out). Teacher ignores John. John screams louder and kicks chair. Teacher says “No kicking.” John starts to cry. Teacher walks over to John and says “It’s okay.” John stops crying. No response from teacher. Teacher asks “Are you ready to sit down?” John screams. Teacher says “Now you can stay in time-out.” 15

16.  Ask yourself: What is the outcome when he demonstrates this behavior?  Examples of outcomes: Does he get something he wants? Does he get to avoid doing something? 16

17.  Functions to gain something Social attention: When the behavior gains peer or teacher attention for the student Tangible: When the behavior results in access to preferred events or materials Sensory: When the behavior provides auditory, visual, or tactile stimulation 17

18.  Social attention: Talking to peers during independent work time  Tangible: Taking others’ materials  Sensory: Tapping on desk while working 18

19.  Functions to avoid something Escape: When the behavior results in the student being removed from a situation that he finds unpleasant  Example of avoidance: Asking to go to the nurse during math each day 19

20.  To choose a replacement behavior: Observe behaviors shown by typical children in the same environment. Use the function of the problem behavior to find a more appropriate behavior with the same function. The replacement behavior may be an alternative behavior or a more appropriate level for the problem behavior. 20

21.  Ask yourself: What could he do instead of performing the problem behavior?  Examples of alternative behaviors: Asking for toy instead of grabbing it Raising hand instead of calling out Asking for help instead of not completing work 21

22.  Ask yourself: Would the problem behavior be appropriate if performed at a different level?  Examples of appropriate levels: Speaking loudly enough for the teacher to hear Asking for help only when help is really needed Completing work at a moderate pace without rushing 22

23.  Ask yourself: Is any part of the desired behavior currently in his repertoire?  Examples in repertoire: Can he demonstrate part of this skill? Can he demonstrate this skill with help? Can he demonstrate this skill anywhere else? 23

24.  Acquisition: Learning a new skill  Fluency: Using a skill faster or better  Maintenance: Using a skill routinely  Generalization: Using a skill in different places as needed 24

25.  Strategies for stages of learning: Acquisition: Teach with examples and error correction Fluency: Decrease prompts and assistance Maintenance: Practice skill independently Generalization: Practice skill with different people, different materials, or in different locations 25

26.  Ask yourself: What supports does the student need to demonstrate this skill?  Examples of supports: Does he need help? Does he need encouragement? Does he know how to do the skill correctly? 26

27.  Prompts: Most-to-least prompts for new skills Least-to-most prompts for existing skills Visual supports  Error correction: Stop, reteach, practice  Reinforcement: Praise, privileges, tangibles 27

28.  Ask yourself: How do I know when he is improving?  Examples of improvement: Performing a skill without help Performing a skill faster Performing a skill in different activities or settings 28

29.  Tables and charts show progress over time  Graphs show progress visually 29

30.  For desired behaviors, look for an increase in the frequency or duration of behavior over time. 30

31.  For undesired behaviors, look for a decrease in the frequency or duration of behavior over time. 31

32.  An erratic behavior that becomes more stable over time shows that the intervention may be working. 32

33.  Ask yourself: How can I increase a student’s independence by decreasing the level of support?  By fading assistance, the student will increase his ability to perform the behavior independently. 33

34.  Decreasing the level of support: Decrease the level of prompts o Visual rather than verbal prompts o Minimal guidance or prompting Fade reinforcement o Extend amount of time or number of activities to be completed before delivering reinforcement o Use token economy to delay rewards 34

35.  For special education students who have major or chronic behaviors that interfere with academic progress, steps 1-4 are formalized into a Functional Behavior Assessment (FBA).  The purpose of an FBA is to allow team members to determine possible functions of a problem behavior and identify potential replacement behaviors. 35

36.  Results from the FBA are used to write a Behavior Intervention Plan (BIP), which is a formalized version of steps 5-8.  The purpose of a BIP is to create a plan to teach replacement behaviors. The BIP is a part of the student’s Individualized Education Plan (IEP). 36

37. DeAnn Lechtenberger, Ph.D. Principle Investigator deann.lechtenberger@ttu.edu Tonya Hettler, Grant Manager tonya.hettler@ttu.edu Webpage: www.projectidealonline.org Phone: (806) 742-1997, ext. 302 The views contained herein do not necessarily reflect the position or policy of the funding agency[s]. No official endorsement should be inferred. 37