Transcript Research Based Behavioral Interventions

Research Based Behavioral
Interventions
The Response to Intervention Best
Practices Institute
Wrightsville Beach, NC
September 2010
Betsy Stanwood
Are Current
Behaviors
Learned?
Children aren’t
born aggressive,
they learn it.”
-Karen DeBord
Think About
Yourself!
Your kids leave
Wet towels on the
Floor.
Your wife wants to
Talk about the toilet
Bowl seat
During the Super bowl
Someone cuts
You off in
Traffic.
Science of Human
Behavior, Kathi
Wilhite (ECU) &
Jessica Swencki,
(NCDPI)
Your husband leaves
The toilet seat up…
Again!.
Every time (at least it seems
Like every time!) Todd does
Something he shouldn’t,
He always has an excuse
Or blames someone else.
Yesterday was the
Last straw. Sarah
Came to class
Tardy for the
Third time this week.
Why? Because she was
In her room trying
To find her homework
Before she could come to
School.
On Friday afternoon
Your principal tells
You to expect
A new student
On Monday.
Dinner burns!
New kitten deposits
Hairball on new carpet,
Just as in-laws
Are arriving for
Dinner.
Level I
Begin documentation of interventions, documentation, & data collection - Level I involves the
practice of teaching and reinforcing students for displaying the school-wide expectations and is
delivered to every student in every setting.
Standards Based Classroom Learning - All settings & all students
•Implementation of School-Wide Positive Behavioral (PBIS) supports system ( School wide rules &
expectations)
• School Wide consequence system
• School Wide social skills program with lesson plans used to teach social skills/expectations (i.e. Second
Step)
• Data (discipline, surveys, etc.)
• Professional development on behavior for teaching staff
• Classroom management plan & techniques (Rituals & routines, Teach-Model-Practice)
• Positive reinforcement systems for classroom (points, tickets, etc.) to reinforce expected/appropriate
behaviors
• Parent training
• Differentiation (ex. More chances, missed recess, cool down time, proximity control, student/teacher
conference, redirects, behavior plan, room to move, use of reinforcers)
•Planned parent communication system
"Note: It is only after high-quality behavior instruction and interventions are established at both the
school-wide and classroom levels that schools could conclude that a student has a need for additional
resources provided by Level II"
Level II
Continue effective Level I interventions while implementing Level II interventions. - Level II
provides interventions that are easy to administer to small groups of students, and which require
limited time and staff involvement.
Needs Based Learning - Some students (At risk)
• Tweak Level I interventions
• Small group counseling with school counselor
• Bullying prevention program
• Classroom management techniques (Differentiated classroom behavior management plans based on
PBIS)
• Applied Behavioral Analysis (e.g. reinforcement)
• Social Skills training (e.g. teach expected behavior by role play and modeling)
• Student/teacher inventories of student performance/interests
• Behavior contracts
• Verbal & Visual cueing
• Cognitive Behavioral therapy (e.g. problem-solving & rethinking strategies)
• Visualizations
• Self-monitoring & self -evaluation
• Mentoring
• Self talk
• Talk Tickets
• Planned movement breaks
• Response cost
• Offered choices
• Behavior checklist
Data collected on effectiveness of interventions (teacher rating scales (for examples see the Florida
PBIS website (http://flPBIS.fmhi.usf.edu/), teacher observation of frequency & duration using tally marks,
paper clip counts, star charts, etc.- behavior checklist data - teacher (Antecedent, Behavior,
Consequence) ABC data sheets - referrals)
Level III
Continue effective Level I & II interventions while implementing
Level III interventions. - Level III provides interventions that are
developed by a team and includes the support of staff outside of
the general education setting.
PSM/RtI Team Driven Interventions
• Individual counseling with school counselor
• Formal Functional Behavioral Plan (FBA) & Behavioral Intervention
Plan (BIP)
• Teach replacement behaviors, reinforce replacement behaviors, &
prevent target (inappropriate) behaviors
Teaching Replacement
Behaviors
• BIP targets specific skills
– Skills may include communication alternatives
that provide an immediate mechanism for the
person to meet their needs
– Other skills that improve overall functioning
such as independent living, social skills,
leisure/recreation, tolerance
• All skills should be taught and
approximations of new behavior rewarded
while target behavior is corrected
How Should the NEW
Behavior Skills Be Taught?
Systematically!
Systematic Instruction Involves:
– effective instructional cues
– analyzing & breaking down
task components
– employing appropriate
teaching methods (e.g.,
prompting, shaping, fading
procedures)
– rewarding & correcting
behaviors consistently
KEY to Success is
Consistency!
General Guidelines for Teaching
Replacement Behaviors
• Meet with the student privately
• Discuss the plan
• Get input from the student/Ask “Will this
plan work for you?”
• Follow through
• As much as possible, get the student to
self-monitor with visual gauges
• Review the plan daily and if time allows
act it out.
Some Research Based
Strategies for Teaching
Replacement Behaviors
• Applied Behavior
Analysis
• Incidental Teaching
Methods
• Shaping
• Token Economies
• Differential
Reinforcement
What is Applied Behavior
Analysis?
Has been referred to by many different terms
• Behavior analysis
• Behavior modification
• Behavior management
• Contingency management
• Positive approaches
• Operant conditioning
• Skinnerian psychology
• Lovaas
In the area of autism intervention, behavior analysis has come
to be misrepresented by terms for specific behavioral
methods (i.e. discrete trial training, incidental teaching,
pivotal response training, verbal behavior analysis)
The Core of Applied Behavior
ABCs of
Analysis
Behavior or
“Three-term
Contingency”
ANTECEDENT
CONSEQUENCE
BEHAVIOR
Myths of Applied Behavior
Analysis
Myths
• Behavior analysis consists
only of discrete trial training
• Behavior analysis is a “quick
fix” without lasting effects
What are Incidental Teaching
Methods?
A way of using the student’s interests to
encourage him/her to say or do
something.
The teaching and the learning occur
incidentally
Examples:
-Pivotal Response
-Greenspan Floortime
What are the Steps in Incidental
Teaching ?
Five Steps of Incidental Teaching
Confirm
Confirm
Support
Wait
Engage
Watch &
Listen
What is Shaping?
Shaping is also known as “Successive or Progressive
Approximations”
Assists in
changing
aberrant
behavior or
creating an
appropriate
behavior that
is not yet in
the student’s
repertoire
What are the Steps to Shape
Turning in Homework?
Remember to shape the
behavior at
each step
Progressive
Steps
to by
the
providing positive
consequences
Desired Behavior
Complete all
problems
Complete all problems
except one
Complete all odd or all
even numbered problems
Complete 5 problems of his
choice
Complete one problem of his
choice
Write his name at the top of
the worksheet
As each step is mastered you tell the student that they
must move to the next step to receive the reward.
What is a Token
Economy?
It is a system of individual
reinforcement of target
behaviors
Tokens are administered and exchanged later for
backup reinforcers
To be successful, a person must be reinforced for
increasing or decreasing existing behaviors as
well as successive approximations for the
behaviors we wish to establish
What are Common Forms
of Tokens?
Holes punched in a card
Stickers
Plastic or Metal
circular chips
or checkers
Marks on chalk or white board
Play
Money
Paper
clips
Point Card
Points marked
on a point card
Tyler Teal
Stars
Beans in
a jar
Happy
Faces
How to Build a Token
Economy?
1. Pinpoint behaviors to be changed
2. Build the token economy
•
•
Select tokens (Must be easily dispensed, difficult to counterfeit,
and safe to use)
•
Select reinforcers (Must get input from student or students)
•
Set token values In assigned area =1
Raise hand = 1
On time = 1
Follow directions = 2
Kept Hands, Body & Objects to Self = 2
•
•
•
Set reinforcer cost
Construct a bank
Arrange business hours to exchange