Building Behavior Support Plans from the Competing Behavior Pathway

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• Building Behavior Support Plans from the
  Competing Behavior Pathway

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BSP Supports

• Behavior Support planning Document
• SDE BIP form
• Implementation Training Support planner (TBD)

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Intervention Planning focuses on manipulating
environmental factors

• Antecedents/setting events when
• Specific Behavior What
• Function Why

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Intervention Planning
Setting event
Antecedent
Behavior
Consequence
Hungry
Screams no and hits teacher
Teacher sits back down and continues to play
Playing with teacher, teacher gets up to leave
Function?
Access adult attention
Irrelevant Reduce the likelihood of the problem
behavior Neutralize or minimize the effects of
setting events and antecedents to prevent the
need for using the problem behavior
Inefficient Teach a functionally equivalent repla
cement behavior
Ineffective Make replacement behavior access
function rather than problem behavior
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Competing Behavior Pathway

• Good behavior support plan yield challenging
  behaviors
• Irrelevant changing environment
• Inefficient teaching easier replacement
• Ineffective altering consequences

Desired Response
Typical Consequence
Setting Event
Antecedent
Behavior
Consequence
Replacement Behavior
Inefficient
Irrelevant
Ineffective
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Functional Equivalence

• Identify an acceptable way that the child can
  deliver the same message.
• Make sure that the new response is socially
  appropriate and will access the childs desired
  outcome.
• Teach the child a skill that honors that function
  of the behavior (e.g., if child wants out of
  activity, teach child to gesture finished).

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Competing Behavior Equation
Adult gives child another turn.
Child yells, kicks, throws.
Child told peer gets a turn.
Adult says one more turn, then (peers name)s
turn and gives turn.
Child asks for one more turn.
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Discussion ActivityCompeting Behavior Equation
Child screams and resists.
Teacher lets child out of activity.
Child asked to join circle.
Child gestures all done.
Teacher lets child out of activity.
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Competing Behavior Pathway
Existing Consequence Grades More work
Desired Behavior Work quietly
Setting event None
Antecedent Preferred peer
Problem Behavior Talking
Maintaining Consequence Gain Peer attention
Alternative Behavior Peer helper
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Competing Behavior Pathway
Existing Consequence Grades More work
Desired Behavior Work quietly
Setting event None
Antecedent Preferred peer
Problem Behavior Talking
Maintaining Consequence Gain Peer attention
Alternative Behavior Peer helper
Alternative Behavior Peer helper
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Building support plan from competing behavior
pathway

• Four Steps
• Diagram hypothesis statement competing pathway
• Identify ways to reduce likelihood of challenging
  behavior (make irrelevant)
• Teach EASIER functionally equivalent replacement
  (make inefficient)
• Allow replacement to access function with added
  incentive (make ineffective)
• Remove/minimize CBs ability to access
  reinforcement

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Step 2 Prevent Likelihood of Challenging
Behavior

COMPETING PATHWAYS

BEHAVIOR SUPPORT PLANNING
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Setting Event Interventions
Percentage of Time With Problem Behavior Percentage of Time With Problem Behavior Percentage of Time With Problem Behavior
Baseline Baseline With Neutralizing Routine
Setting Event Antecedent 39 3
Just Setting Event 5 0
Just Antecedent 6 0
Neither Setting Event or Antecedent 0 0
Percentage of Time With Problem Behavior Percentage of Time With Problem Behavior Percentage of Time With Problem Behavior
Baseline Baseline With Neutralizing Routine
20 11
7 0
3 0
0 0
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• SEs alter value of consequence
• We attempt to alter it back

• Eliminate or minimize occurrence of a setting
  event
• good nutrition regular meals good nights sleep
• Neutralize effect of SE - neutralizing routines
• Anxiety-humor tired-rest/nap, unfamiliar
  person-build rapport
• Withhold or change triggering cues or events when
  setting event is present
• Add prompts for desired and alternative behaviors
  when setting events are present

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Setting Event Antecedent Interventions
Dan 13 years old Problem behaviors tantrum
(run through house screaming obscenities)
lying stealing
Intervene here to reduce presence of setting event
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Setting Event Antecedent Interventions
Teddy 7 years old, Aspergers syndrome Problem
behaviors severe aggression (destroy property,
assault another by knocking them to the floor
and biting)
Neutralize Routine
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Antecedent Interventions

• Antecedents trigger behaviors
• By changing the form of antecedent in some way we
  attempt to keep behavior from being triggered.

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• Basic Goals of Antecedent Strategies

• Remove, modify or weaken cues/signals for problem
  behaviors
• reduce or eliminate specific "triggers"
• (e.g., don't say "no," say ____ reduce demands)
• offer choices or present requests as choices
• use self-scheduling or choice of sequence
• embed difficult requests, use task interspersal,
  or task variation (e.g., behavioral momentum)
• modify curriculum and instructional procedures
• redesign tasks or activities/routines
• add aids or supports (e.g., tool, visuals,
  assistive technology)

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• Basic Goals of Antecedent Strategies (continued)

• Strengthen cues for, and add prompts for,
  alternative and desired behaviors
• find instructional prompts that work and use
  antecedent (proactive) prompting strategies
  (e.g., most to least errorless learning)
• use precorrection and reminders
• change discriminative characteristics to promote
  desired appropriate behavior
• teach in activity context make it relevant make
  it a game utilize preferences
• use priming - make materials or activities
  familiar
• add redundant cues (e.g., picture schedules) to
  promote desired behavior or to ensure
  predictability

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Setting Event Antecedent Interventions
Dan 13 years old Problem behaviors tantrum
(run through house screaming obscenities)
lying stealing
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Step 2 Prevent Likelihood of Challenging
Behavior

COMPETING PATHWAYS

Spelling task
tired
BEHAVIOR SUPPORT PLANNING
Minimize Change bedtime routine
Change Specific splng activity/words
Neutralize Provide nap before work
Strengthen add extra verbal prompt for
replacement
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Competing Behavior Pathway

• CBP/BSP

Spelling task
tired
BEHAVIOR SUPPORT PLANNING
Minimize Change bedtime routine
Change Specific splng activity/words
Neutralize Provide nap before work
Strengthen add extra verbal prompt replacement
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Big Ideas

• Prevention includes both manipulating and/or
  removing triggers (antecedents) as well as
  counter acting setting events.
• Prevention greatly decreases the likelihood the
  student will need to use the CB (but not
  completely).
• Prevention DOES NOT teach the student any new
  ways to get his/her needs met so should never be
  used alone!

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Writing Prevention Section of BSP

• Developed from Competing Behavior Pathway
• Should outline specific adult behaviors that will
  address outlined steps from Competing Behavior
  Pathway.
• Neutralizing Routine
• Weakening the Trigger
• Prompting for desired alternate

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Neutralizing Routines

• If tired is identified as a setting event then
  you need to be able to identify when it is in
  place and how it will be administered/monitored
• In Prevention Section
• Adults will ask Joey if he is tired.
• If Joey indicates he is, adults will offer him a
  choice between a 10 and 20 minute nap in the
  quiet area.
• When the nap is over Joey will be asked if he is
  ready to start work or if he needs one more
  minute, and be reminded that if he needs the work
  to stop, to ask for a break.

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Weakening the Trigger

• If Independent seat work has been identified as
  the antecedent then an alternate needs to be
  planned for when the setting is in place.
• In Prevention Section
• When Joey has had a nap, adults will inform Joey
  at the beginning of math class that he will be
  working on math magician when the class
  transitions to independent seat work by saying
  Today is a math magician day, so when the
  other kids start working by themselves, we will
  get you started on the computer.

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Competing Behaviors Pathway

• Teaching desired alternates

Maintaining Consequences
Desired response
COMPETING PATHWAYS
Triggering Antecedents
Maintaining Consequences
Problem Behavior
Setting Events
Acceptable Alternative
BEHAVIOR SUPPORT PLANNING
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Characteristics of Desired Alternate

• Functionally Equivalent
• Contextually Fit
• A fluent skill
• More efficient
• More effective

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Functional Equivalence is

• When two or more behaviors serve the same
  function or purpose
• Both behaviors produce the same outcome or
  maintaining consequence
• Ideally the new behaviors should lead to a better
  outcome.
• The new behavior needs to communicate the same
  thing for the student

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Components of FCT

• Step 2 Teaching a functionally equivalent
  acceptable alternative behavior

Desired Alternative Says, Hello. Interacts
with peers
Maintaining Consequence Attention from peers
Setting Event
Antecedent
Behavior
Consequence
Tired
Approached by Marge/Allison
Scream / Hit head
Escape Marge and Allison
Acceptable Alternative Signs, Leave.
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Contextual Fit

• A skill the student is fluent in
• If a student has challenges with language then
  language should not be the modality.
• Appropriate for setting
• If the setting is large group then the
  replacement behavior should have a component that
  solicits adult attention.

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More Efficient and Effective

• Less physical effort
• Shorter duration
• Better schedule, amount, quality of
  reinforcement
• Less delay in obtaining the reinforcer

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Example

• Antecedent circle time
• Problem behavior Joe screams at circle
• Function moved from circle to library (escape
  circle)

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Example Planning Intervention

• 2 Identify Acceptable alternative acceptable
  request for leaving (sign, PECS, etc.)
• 3 Teach/Plan based on his skill Joe will be
  taught to point to library corner picture to ask
  to go there
• Less effort
• More immediate (shorter duration)
• Greater amount of reinforcement

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Example

• Teach
• Away from circle, show Joe picture, model/prompt
  to point, go immediately to library (repeat
  several times)
• Have criterion before moving back to circle
• Ask Joe to come to circle, keep picture visible
• Ignore any screams, prompt pointing to picture
• Fade prompts and cues over time

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Competing Behavior Pathway

• Replace Challenging Behavior with a
  functionally equivalent acceptable alternative
  behavior

Desired Alternative Stay at circle
Maintaining Consequence ???????
Setting Event
Antecedent
Behavior
Consequence
?????
Circle time
Scream / Hit head
Escape circle
Acceptable Alternative Point at library pic.
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Shaping Behavior

• Shaping behavior is the process of changing the
  form of a behavior to the replacement behavior
  through a series of successive approximations.
• Why shape?
• When the difference between the challenging
  behavior and replacement behavior are too great,
  intervention will be ineffective

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Shaping Behavior

• When is shaping needed?
• The replacement behavior is not in repertoire
• A new skill or process needs to be learned
• EG Using cards/symbols for communication
• Features of challenging behavior out weigh others
• Remove a feature, while other challenging aspects
  are still present
• EG Building a verbal break request in a
  student with violent tantrums

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Shaping Behavior

• Identifying successive approximations
• Identify an appropriate acceptable alternate
  behavior.
• PECS verses a verbal response
• Identify that behaviors component skills.
• Attend to card
• Touch/grab card
• Move card to specific location
• Identify which of the component skills the
  student can fluently perform
• Joey can easily attend to the card and grab it
• Joey has difficulty velcroing card to board

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Shaping behavior

• Allow all approximations to access reinforcement
  until a criterion is reached.

Use break card in PECS
5 minute break from activity
Hand Break card to staff
Touch Break card
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Shaping behavior

• Allow all approximations to access reinforcement
  until a criterion is reached.

Respectfullysay may I have a break
5 minute break from activity
Say May I have a break
Say break
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Promoting Generalization

• Support variation in the response that fit with
  variations of the situation
• Sign more food when hungry
• Sign more drink when thirsty
• Reinforce other communicative behaviors
• A basic of FCT is getting your child hooked into
  communication
• High efficiency communicative behavior will
  likely beget more communicative behavior

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When writing the Teaching Section of the BSP
thinkAnnual Goal and Objectives

• Requirements In a Nutshell
• Description of anticipated change
• Who will do
• What behavior
• In which (when) context (be specific)
• By what date
• Measured to a criterion
• Goal/Objective verbage Example
• Given a 15 minute free time activity, Polly will
  keep her hands engaged in appropriate activities
  (drawing, playing with toys) or to her sides
  during 90 of that period for 8 of 10 days by the
  end of the month.
• Annual goal should reflect what Bobby will be
  doing a year from now (remember this should
  reflect the stage of learning the behavior will
  be at)
• Objectives should reflect the process of shaping
  Bobbys acceptable alternate behaviors to the
  annual goal.

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Example

• Objective 1
• When Jamie is in class and would like to skip a
  specific activity, he will request to skip the
  activity by saying skip, skip please, May I
  skip this activity?, or Can I skip this one
  please? across 4 or 5 consecutive trials in
  multiple settings, as measured by data
  collection, by 04/24/09.
• Objective 2
• When Jamie is in class and would like to skip a
  specific activity, he will request to skip the
  activity by saying skip, skip please, May I
  skip this activity?, or Can I skip this one
  please? in a normal classroom voice across 4 or
  5 consecutive trials in multiple settings, as
  measured by data collection, by 04/24/09.
• Goal
• When Jamie is in class and would like to skip a
  specific activity, he will request to skip the
  activity by saying May I skip this activity? or
  Can I skip this one please? in a normal
  classroom voice across 4 or 5 consecutive trials
  in multiple settings, as measured by data
  collection, by 04/24/09.

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Remember

• Replacement behavior should be
• Functionally Equivalent
• Contextually Fit
• A fluent skill
• More efficient
• More effective

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Big Ideas

• We need to teach the student a way of
  communicating what they need that is appropriate
  for our school.
• Replacement behaviors need to be more easier and
  more efficient than the challenging behavior
• We may need to help shape the desired behavior
  through helping the student use a series of
  approximations first.
• Using replacement behaviors should be IEP goal
  rather than a reduction of challenging behaivor.

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Consequence Strategies

• Consequence Strategies lead to the challenging
  behavior becoming ineffective Through a process
  called Differential Reinforcement
• Differential Reinforcement
• Extinguishing (discontinuing access
  reinforcement) the challenging behavior
• Reinforcing another behavior

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Components of Responding

• Desired Behaviors

• Challening Behavior

• Added reinforcement for basic
• Controlled access to function for replacement

• Minimize access to function Prompting
  Replacement
• Punishment
• Safety Planning

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Competing Behaviors Pathway

• Consequence Strategies

Maintaining Consequences
Desired response
COMPETING PATHWAYS
Triggering Antecedents
Maintaining Consequences
Problem Behavior
Setting Events
Acceptable Alternative
BEHAVIOR SUPPORT PLANNING
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Consequence Strategy

• Functional Equivalence
• Acceptable Alternate needs to access the function
• To start the replacement behavior needs to access
  the function every time it is performed
  (continuous reinforcement)
• Though the replacement needs to access the
  function, the access needs to be controlled.

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Example

• It appears that little Jimmys tantrum
  behaviors are maintained from an escape from
  difficult tasks such as independent math work and
  independent reading. Mr. D decided that he needed
  to teach Jimmy to ask to skip a task.
• Tantrum timeout or trip to office
• Skip request get out of assignment/assignment
  w/help

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Example

• Jeannie under the table kicked her table group
  during Independent reading in social studies
  until they yelled at her, resulting in a talking
  to from Mrs. Walters and detention. Mrs. Walters
  decided to teach her ask for 11 time.
• Under the table kick Adult attention and
  detention
• 11 request assigned work at teachers desk

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Example

• Josebas wrist biting seemed to happen when
  there was a schedule change. It seemed to lead to
  Joseba being removed from classroom. It also
  seemed to always lead to a 5-10min. Of discussion
  about the schedule change. Mr. Washington decided
  to teach Joseba to ask for talk-time.
• wrist biting leaving class room/discussion
• Talk-time request 5-10min. In discussion spot
  w/adult

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Controlled Access

• Escape from Independent work Escape from work
• Escape from multiplication Escape from table
  group
• Escape from Independent Reading Escape from
  reading
• Access to computer Access to cartoon network
• Connect four Activities with Robby

Help request/skip activity
Break
skip activity
Move request
Help request/skip activity
skip activity
Request computer based activity
Request cartoon network
Request Connect four
Request work/play with Robby
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Controlled Access

• Considerations
• Where- Can it be given in regular setting
• Form- What are the specific behaviors when the
  student is accessing function
• How much- How much time or what amount of the
  function the student will get.

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Thinning reinforcement

• Once the acceptable alternate has been
  established and is being used consistently it is
  time to considering thinning (intermittent
  reinforcement) the schedule of reinforcement.
• Why thin?
• Thinning actually strengthens established
  behaviors
• Thinning builds a tolerance for delayed
  reinforcement (how we are generally reinforced)

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Thinning Reinforcement

• Thinning Slowly changing from reinforcing the
  behavior every time it is performed to a level or
  reinforcement that works for the student and the
  context.
• Considerations
• Thinning to quickly results in a reoccurrence of
  challenging behavior
• The reduction should match the context

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Examples

• Break from a math activity Thin by gradually
  requiring more and more work before the break.
• Break from a person or a setting Thin by
  gradually increasing the amount of time he/she
  must stay before the break is received.
• Requesting access to a preferred activity or toy
  Thin by gradually increasing the amount of time
  he/she must wait before getting to do the activity

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Thinning Reinforcement

• When necessary, use visual cues to make the
  requirement clear
• Increased time Have a visual timer available
• Watch with alarm set
• Big red clock
• Stopwatch
• Increased work Have a tally or check off system
• Sticker chart
• An adapted token boards

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Reinforcer Overlay

• It is sometimes difficult to give enough access
  to the function. Then what?
• Up the amount of reinforcement available for the
  replacement behavior.
• Tokens
• Treats
• Attention (adult and/or peer)

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Overlay should be used to reinforce both the
replacement behavior and the ultimate goal.

• Jeromes tantrums lead to escape from work ALL
  DAY.
• Break request 10 minute break
• Functionally Equivalent, but in far less quantity
• Overlay 5 min. of work gets Jerome 5 min of
  preferred activity
• Good because it reinforces work (the end goal)
• Overlay While on break Jerome can play a game
  with a peer
• Less good because it because it doesnt tie back
  to work

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Safety Routine

• When does teaching stop and crisis intervention
  begin?

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The MODEL
High
AGITATION ?
Low
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The MODEL
High
ACCELERATION
Low
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Safety Routine Components

• Specific behavior that signals to adult to shift
  the focus from teaching to crisis intervention
• Specific steps adults will follow
• Specific ways adults will interact w/ student
  until they are fully deescalated

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When writing the responding section be sure to
include

• Responding to desired behavior
• Acknowledgement
• Responding to challenging behavior
• Prompting Strategy
• Safety Routine
• Crisis intervention plan

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Idaho SDEBIP Form

• Coming soon . . .