Good Behavior is Not a Fairy Tale

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Good Behavior is Not a Fairy Tale

• Laura A. Riffel, Ph.D.

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Todays Agenda

• The Power To Change
• Behavior Support Team Meetings
• Data Recording
• Determining Baseline
• Looking at real students and planning
• Practice data recording
• Other information to consider
• Looking at real data- Now, what do I do?
• Communication
• Kitchen Sink

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• College Education..40,000
• Suit for interview... 200
• Classroom supplies. 400
• Bottle of Tylenol 4.95
• Therapy session75 per hr.
• Knowing what to do with a child like that

priceless
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Procession for Planning

• Strengths
• Needs
• Target Behaviors
• Situations which might require intervention
• Strategies that have been employed
• Getting or Avoiding?
• Data collection to be used

Pages 5-9
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Data Recording What to Use When

• Durationpage 32

• Latency, tantrums, sleeping

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Data Recording What to Use When

• Event Recording page 33

• Repetitive behaviors

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Data Recording What to Use When

• Mini- FBA page 34

• Observer looking for function

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Data Recording What to Use When

• Scatter Plotpage 35

• High Frequency Behaviors

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Data Recording What to Use When

• ABCpage 35 37

• Ten or less behaviors per day

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Data Recording What to Use When

• Minute by Minute page 38,39,40

• Measures frequency and duration

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Baseline
Baseline
Intervention
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Formula for Baseline

• I-B/B D100
• Intervention Frequency 3 times per day
• Baseline Frequency 34 times per day
• 3-34 -31
• -31/34 .91176
• .91100
• 91 Decrease in Behavior

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Lets do some planning

• You have a letter written on your booklet- thats
  the letter of the student you are going to have.
• Find others who have the same letter and form a
  behavior support team.
• You will make up facts about this student to
  share with the whole group (Base your decisions
  on a child you might know.)
• Be ready to share in 45 minutes.

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Student A

• Preschool
• 1 in 20
• Autistic like behaviors
• Supportive parents
• Supportive teacher (limited skills in data
  collection)
• Child is hitting others approximately 10 times
  per day.

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Student B

• Elementary Aged Student
• Non-supportive parents
• Teacher is ready to quit
• Child is cussing
• 10 cuss words per day

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Student C

• Middle School Aged Student
• 7 classes (6 different teachers)
• ADHD- non-medicated
• Semi-supportive parents
• Teachers is focusing on wanting medication for
  the child
• Child reads two grade levels below peers
• Frequently out of seat and impulsive behaviors

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Student D

• High School Student (18 years old)
• Always tardy to class
• When he comes in he is sent to the office to get
  a detention slip for being late.
• He comes back 20 minutes later and serves a
  detention every evening.
• Parents are supportive
• They took away car and make him ride the bus a.m.
• When he stays after school his parents have to
  come pick him up.

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Student E

• Middle School Student
• Oppositional Defiant Disorder
• Inclusive Setting
• 7 classes- 7 teachers
• Parents are not supportive
• Teachers want the child sent to a center for
  children with extreme behaviors (alternative
  school)
• Non compliant
• Physical aggression

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Student F

• Middle School Student
• 4 teachers / 7 classes
• Supportive parents
• Teachers are supportive and willing to do what it
  takes
• Disruptions- at least 30 per day

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Student G

• Elementary school student
• Served in Regular Education Classroom setting 1
  adult and 22 children
• Semi-supportive parents
• Teachers is supportive- but patience is wearing
  thin
• Doesnt complete work
• Whines and complains
• Throws rocks at other kids
• Tells other kids they are stupid

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Student H

• Preschool student
• Supportive parents
• Supportive teacher
• Non-compliant
• Fleeing behavior
• Aggressive behaviors

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Student I

• Pre-school student
• Inclusive setting
• Visually impaired 100 non-visual
• Pushy Parents
• School thinks child should go to state school for
  the Visually Impaired
• Principal said, Do what it takes to get this kid
  out of the school.
• Plopping on floor behaviors
• Cries Frequently

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Page 51

• Measure frequency of three behaviors
• Hitting with an object
• Hitting with fist
• poking

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Why did we get different numbers?

• Observation drift
• Inter-observer reliability

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What other information might we need?

• Communication
• Many behavioral concerns are due to the fact that
  the child has limited or no chance to voice
  wants and needs.
• Collecting data as a team and discussing ways to
  minimize this will be crucial.

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What if a teacher asks you for classroom
management ideas?

• The Environmental Inventory is a good outline of
  what should be in place. (page 56)
• Brainstorm what isnt in place and help them
  fix those areas.

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More Classroom Management Ideas

• Look at their classroom rules
• Are they like Miss Mudjacket?
• Help them choose 3-5 behavioral expectations
• Positively stated
• Easy to Remember
• Teach those rules
• Model those rules
• Practice those rules
• Reward those rules

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More Classroom Management Ideas

• Share the PIES (Positive Interventions and
  Effective Strategies) Book with them.
• Point out all the Love and Logic Classroom
  Techniques
• Choices
• Enforceable statements
• One Sentence Intervention

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Reinforcers What floats their boat?
Page 58-59
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Crisis Intervention
Pages 66-72
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Remember
30 RELIABILITY
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Ive Got DATANow What do I do?

• FBA Sample 1 (pages 74-81)
• Groups A, B,C
• FBA Sample 2 (pages 82-95)
• Groups D, E,F
• FBA Sample 3 (pages 96-104)
• Groups G, H,I

Be ready to tell the rest of the room about
your child in 45 minutes.
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Ive Got DATA Now What do I do?

• FBA Sample 1 (pages 74-81)
• Groups A, B,C

Tell us background data function intervention
you plan
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Ive Got DATA Now What do I do?

• FBA Sample 2 (pages 82-95)
• Groups D, E,F

Tell us background data function intervention
you plan
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Ive Got DATA Now What do I do?

• FBA Sample 3 (pages 96-104)
• Groups G, H,I

Tell us background data function intervention
you plan
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Communication

• How to communicate with teachers, administrators,
  bus drivers, paraprofessionals, parents,
  ancillary staff, advocates etc.

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Charlie and the Marriage Counselor
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Andrew and the Licking
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Ring, Ringthis is the school calling.
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Melissa and the horrible day
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Ghostbusters..

• One Day Later
• Three Days Later
• Five Days Later

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The BIG MOVE

• Self-Reinforcement

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Pages 110-113

• Contest- even if you have a learning opportunity
  you can still win

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The Kitchen Sink
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AUTISM

• Visual Schedules
• Communication Devices
• Transition Items
• Sensory Diet
• High Standards for Work Production

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ADHD

• Sit N Fit Cushions
• Abilitations 29.99
• Wal-Mart 12.98
• Ikea 2.99
• Two Desks
• Token Economy
• Teacher Messenger

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Learning Disabilities

• Break tasks down
• Use visual cues
• Use Mnemonics
• Tape record lessons
• Use Distar Reading (its scripted)

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If youre stuck for an intervention

• Token Economy works for attention or escape- they
  just have to earn tokens to either earn attention
  or earn a break.
• Make tokens something that are small, quiet, and
  not too Eddie

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Its Not Fair

• 7 year old mentality
• Fair doesnt mean everyone gets the same
• Fair means everyone gets what they need
• If one person was having a heart attack and I
  knew CPR but I didnt give it to them because I
  didnt have time to give it to everyone in the
  room..Would that be fair?

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Ignoring (Extinction)

• Ignoring doesnt work if the reason behind the
  behavior is to escape
• Ignoring works if the reason behind the behavior
  is attentionif positive attention is given when
  the appropriate behavior is performed.

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Hierarchy of Responsive Options
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Level One

• Signal Control
• Proximity
• Ignoring
• Conferencing
• Be Quick
• Be Quiet
• Be Gone

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Level Two

• Contracts
• Differential Reinforcement
• Ignoring target behavior
• Giving praise for appropriate behavior

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Level Three

• EXT
• No longer reinforcing a previously reinforced
  response (using either positive or negative
  reinforcement) results in the weakening of the
  frequency of the response.
• RC
• Response Cost--if positive reinforcement
  strengthens a response by adding a positive
  stimulus, then response cost has to weaken a
  behavior by subtracting a positive stimulus.
  After the response the positive reinforcer is
  removed which weakens the frequency of the
  response.
• OC
• Operant conditioning forms an association between
  a behavior and a consequence. (It is also called
  response-stimulus or RS conditioning because it
  forms an association between the animal's
  response behavior and the stimulus that follows
  consequence)
• TO
• serve as a punishment by denying a student, for a
  fixed period of time, the opportunity to receive
  reinforcement

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Extinction

• Extinction procedures work well with children who
  whine, complain, cling, throw tantrums, or call
  out. Often adults fail to recognize that they
  encourage these behaviors by giving children
  attention when they do them. The attention can be
  as simple as eye contact, sighing, or scolding
  the student.
• Extinction is NOT effective when students want to
  be ignored. For instance, children who fail to
  follow your directions would like you to overlook
  their inappropriate behavior.

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More on extinction (planned ignoring)

• When selecting behaviors to extinguish, also
  choose appropriate alternative or replacement
  behaviors. These are desirable behaviors you want
  to increase by giving children positive attention
  when performing them. For example, a parent
  ignores Amanda when she begs for a particular
  cereal (extinction), but praises her when she
  asks politely to consider a purchase
  (replacement).
• These negotiating behaviors have to be taught.

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Response Cost

• Over-used in the classroom and at home.
• Taking away a previously earned privilege or
  standing
• Example Those red, yellow, green stop cards.
• Research shows over time it does not work.
• Eventually, the child has nothing to lose so they
  might as well misbehave.
• Other Examples
• Taking away Nintendo
• Taking away something they had been told they
  could do

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Time out

• Also, over used.
• Needs to be dignified
• Needs to be a place of not getting attention or
  being in a cool spot
• Needs to not be isolation where the child is not
  safe
• Try Australia

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Level Four
x

• Aversives
• When learning about positive behavioral support
  and challenging behavior the word "aversive"
  (from the Latin meaning to "turn away") will
  probably turn up. Aversives might be understood
  as quick application of discomfort or pain in
  response to challenging behavior. Sharp
  criticisms, slaps, offensive sounds or sprays,
  social humiliation, removal or desired object,
  shock, and isolation are aversive applications.
  In practice, aversives often fail to work. When
  they do work, their effectiveness diminishes.
  Besides making the person avoid the punisher,
  potential harm, and other negative side effects,
  aversive actions do not teach desirable behavior.
  From www.pbis.org

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In your group, think of one example of each that
you have used or could use
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Other Interventions

• Pinching
• Attention Ignore Pinch Give attention when
  child uses Clothespin
• Escape- ignore pinch and give clothespin for one
  hand while hand over hand helping child do
  requested task.
• Pair with token economy or Now/Then Schedule

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Other Interventions

• Biting
• Most important Know how to get out of a bite
  without hurting child or yourself. Gently close
  nose of child while pushing toward mouth with
  area that is being bitten. They will
  automatically open their mouth- then pull away.
• Attention Ignore bite- be proactive and wear
  protective clothing.
• Give Chewy Tube to bite and reward with attention
  for biting chewy tube.
• Escape Do not let them escape work- redirect and
  give them chewy tube to bite while they work.
  Use Chewy Tube to block bites on your self.

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And they lived happily ever after..