Simple Interventions for Targeted Students

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Simple Interventions for Targeted Students

• Terrance M. Scott, Ph.D.
• University of Florida

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Why Do People Behave?
Modeling? Accident? Instinct? Condition??
Why Do People Continue Behaving?
IT WORKS!
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• Functional Behavior Pathways

Problem Behavior
Setting Condition
Antecedent Trigger
Access or Avoid reinforce
Replacement Behavior
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ERASEproblem behavior
Explain - What is the problem?Reason - What is
he/she getting out of it or avoiding?Appropriate
- What do you want him/her to do
instead?Support - How can you help this happen
more often? Evaluate - How will you know if it
works?
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QUESTION 1

• WHAT IS THE PROBLEM?

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Eric 1
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Eric 2
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QUESTION 2

• WHAT IS HE/SHE GETTING OUT OF IT?

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Sarah 1
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Sarah 2
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Functional Intervention Process
FUNCTIONAL ASSESSMENT -collaborative -proactive -d
etermine function of behavior
START
Teach Functional Replacement Behaviors -teach key
rules and skills -teach structure of
environment -teach functional consequences
Facilitate Success -alter routines and physical
arrangements, -instructional prompts in the
natural environment -teach at the level of the
student to ensure success
SUCCESS
FAILURE
Enhance Reinforcement for Desired Behavior -more
immediate reinforcement -more obvious connections
to natural reinforcement -artificial reinforcers
Contingent Consequences for Undesired
Behavior -extinction (differential
reinforcement) -more obvious connections to
natural reinforcement -artificial reinforcers
CELEBRATE AND FADE ARTIFICIAL COMPONENTS -environm
ents and conditions -reinforcers -negative
consequences
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QUESTION 3

• HOW CAN WE TEACH HIM/HER A BETTER WAY TO GET THE
  SAME THING?

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Goals for Target vs. Replacement Behaviors
We must affect the efficiency of target and
replacement behaviors

Target behavior
Replacement behavior
irrelevant ineffective inefficient
relevant effective efficient
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Predicting FailureNo Response to Hand Raising

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Predicting Failure Responding with Wrong
Function

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Prompts, Cues, Pre-corrects

• Select the least intrusive prompt necessary
• Plan to fade prompts
• Try to first use prompts as prevention
• Use prompts as first level of correction

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Prompts, Cues, Pre-corrects

• Select the least intrusive prompt necessary
• Plan to fade prompts
• Try to first use prompts as prevention
• Use prompts as first level of correction

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Prompts and Cues

• Set students up to succeed

SARAH
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QUESTION 4

• WHAT ELSE CAN WE DO TO HELP THE STUDENT TO BE
  SUCCESSFUL?

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Chris 1

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Chris 2

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Physical Environments

• Avoid Predictable Failure

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Routines Classroom Transition Examples

• Rules for Transition out of Classroom
• Use insures clean-up and prevents riot on way
  out of class
• put items in desk
• sit quietly
• wait for teacher to dismiss
• reinforce quiet/compliant students with first
  dismissal

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Routines Classroom Transition Examples

• Transition Lottery
• Use efficient lesson transitions to undesired
  subjects
• teacher numbers all books
• at transition time, teacher gives directions and
  gives signal for a lottery
• teacher pulls numbers from a jar and provides a
  prize for the student whose number was pulled

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Group Contingencies

• Make reinforcement contingent upon performance of
  
• entire group YES
• one student NO

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• Effective Use of Group Contingencies
• 1. operational definitions of contingent
  behaviors
• 2. teach specific positive behaviors
• 3. all members of group must be capable of
  performing positive behaviors
• 4. do not use in a case where failure is likely
  to occur
• 5. do not use with students who relish negative
  attention from peers
• 6. use entire group contingency rather than
  individual-group contingency

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Effective Reinforcement

• Use the least amount necessary
• Approximate and/or pair with natural reinforcers
• Make part of routine and systems
• Pre-plan and teach consequences

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Classroom Reinforcement
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Effective Punishment

• Part ofroutine
• Think ahead
• Have a bottom line
• Avoid powerstruggles
• Utilize taking beforegiving

SARAH
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Differential Reinforcement
0.4
0.4
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Ignoring

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QUESTION 5

• HOW WILL I KNOW IF IT WORKS?

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Delayed Response

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Time Out

• Removal of access to sources of reinforcement
  contingent upon the emission of a response,
  resulting in a decrease in responding
• Types
• Non-Exclusionary
• Exclusionary a) contingent observation
  b) non-contingent observation
• Isolation/Seclusion

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Time Out Guidelines

• 1. adequate safeguards
• -therapuedic name (quiet place vs closet of
  
• shame)
• -lights, rug, remove dangerous objects
• 2. remove reinforcers that may be supporting
  undesirable behavior
• 3. avoid time out from an aversive situation
• 4. avoid opportunities for self-stimulation
• 5. avoid with students who are physically
  resistant
• 6. use consistently
• 7. short duration (max 10 minutes when working)
• 8. administer in neutral, business-like manner

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• 9. debrief
• 10. teach procedure
• 11. act immediately
• 12. record data
• 13. do not allow avoidance of work, make-up
• whats missed
• Criteria for Release
• 1. duration
• 2. appropriate behavior
• 3. further time if inappropriate during time out
• Repeated time outs of long duration should be a
  signal that time out is not effective

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The University of Florida
Doctoral Program In Behavior Disorders
Terry Scott Dept. of Special EducationPO Box
117050Gainesville, FL 32611-7050 [phone]
x 263 terryscott_at_coe.ufl.edu
http//www.coe.ufl.edu/faculty/scott/terrys/tscott
.html