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2011 Illinois CCBD Drive-In Conference. “What Strategies Do Teachers of Students with E/BD Use In Their Classrooms”. Edward J. Cancio The University of Toledo Jesse (Woody) Johnson & Erika Blood Northern Illinois University. Physical Environment of A Classroom. - PowerPoint PPT Presentation
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2011 Illinois CCBD Drive-In Conference
“What Strategies Do Teachers of Students with E/BD Use In Their Classrooms”
Edward J. Cancio The University of Toledo
Jesse (Woody) Johnson&
Erika BloodNorthern Illinois University
Physical Environment of A Classroom
• The physical layout of the classroom can impact both behavior & instruction.•Teachers identify crowded rooms as a setting event for problem behaviors (McGill, Teer, Rye, & Hugues, 2003).• Teachers do not have power over the number of students in a room, they do have control over the way the classroom is organized.• Students & teachers need to move around the room without bumping into objects, each other or interrupting each others work (Jones & Jones, 2007; Stichter et al., 2004).• Teachers need to continuously assess the classroom space in their classroom.
A daily schedule should be developed & clearly visible for all to see.
Unstructured time in the schedule is an open invitation for disruptive behavior.
Having a schedule helps teachers maintain order & provides teachers a mechanism to ensure most of the day is scheduled for academic activity (Trussell, 2008).
Effective instruction is a key component of behavior management.
Daily Classroom Schedule
Lack of clarity of rules has pointed to difficulty in avoiding anti-social behavior in schools (Mayer, 1995).
A classroom with unclear rules becomes a setting for problem behaviors.
A cycle develops between lack of following rules and punitive actions by adults (Trussell, 2008).
An environment in which there are high rates of punitive practices between student & adults becomes a setting for problem behavior (Mayer, 1995).
To create a classroom environment in which there are clear & consistent rules & expectations, a critical 1st step is to have the rules of the classroom clearly posted and visible for all students.
Classroom Rules
Student-teacher interactions for students with problem behaviors are limited & characterized as less than positive & often coercive (Gunther, Denny, Jack, Shores, & Nelson, 19993; Nelson & Roberts, 2000).
Sutherland (2000) concluded from his review of the literature that students with E/BD receive extremely rates of reinforcement.
Teachers who have students with challenging behavior in their classrooms provide infrequent positive reinforcement & often impose noncontingent reprimands (Reinke & Herman, 2002)
Praise
Conroy, Sutherland, Snyder, Al-Hendawi, & Vo (2009) define effective praise as teacher-initiated statements that convey to students the specific behaviors in which teachers would like to see students to continue to engage in the future.
Teachers who provide high rates of positive feedback create a climate in which student’s are routinely & consistently recognized & their positive skills are strengthened.
Researchers have identified praise as a research-supported practice for students with E/BD (Lewis, Hudson, Richter, & Johnson, 2004).
Effective Praise
Precorrection is a proactive strategy. Precorrection is associated with what happens directly
before an expected behavior occurs. Precorrection decreases the amount of time teachers spend
in redirection & correction after mistakes & inappropriate behavior has occurred (Lampi, Fenty, & Beaunae, 2005).
Precorrection prevents repetition of the wrong behavior. Precorrection sets up situations in which teachers can use
praise to reinforce the appropriate behaviors (Colvin, Sugai, & Patching, 1993).
Precorrection creates a more positive climate in the classroom because less punitive strategies are required (Lampi, Fenty, & Beaunae, 2005).
Precorrection
Most programs for students with E/BD have implemented token economies, point systems, or level systems (Reitz, 1994).
Limited research on level systems has been conducted.
Much controversy over level systems has surfaced.
When used appropriately level systems are valuable tools to manage behavior in E/BD classrooms.
Token Economy/Level Systems
Rationale for Level/Point Systems
When implemented effectively they provide fair & consistent order.
Provide teachers & staff with a clear structure for effectively utilizing descriptive instructional praise & corrective teaching.
They assist in generalizing prosocial behavior from special education to inclusive settings.
Restore students lost hope. Provides opportunities for teachers to evaluate
student behavior more frequently.
Teaching Social Skills
Review – why the skill important? Teach skills by breaking them into small steps. Demonstrate & model the skill. Have students practice the skill using role playing. Provide performance feedback & reinforcement
for practice. Provide homework. Systematically provide a program for generalization
of social skills.
With IDEA 2004 functional behavior assessment is required prior to the development of a BIP for students with disabilities that impede functioning in the educational environment (Killu, 2008).
FBA involves using several methods to determine the casual & maintaining factors for a challenging behavior that lead to the development of intervention strategies to meet the individualized needs of a student.
The underlying theme for conducting an FBA is that all behavior has a function & occurs for a reason.
Failure to conduct a comprehensive FBA may result in an ineffective behavioral intervention.
FBA/BIP’s
Teachers of students with E/BD must be trained & be proficient in de-escalating students disruptive, noncompliant, & aggressive behavior (Colvin, 2004).
There are many programs to train teachers to proactively manage disruptive, noncompliant, & aggressive behavior (Couvillion, Peterson, Ryan, Scherrman, & Stegall, 2010).
We must be very careful in the use of physical restraint & seclusion of students.
We must follow CCBD guidelines for physical restraints & seclusion (CCBD, 2009).
Crisis Intervention
The reintegration of students with E/BD is one of the weakest links in programming for these students (Huntze & Werner, 1982).
Very little research regarding the reintegration of students with E/BD has been conducted.
Many school districts do not have guidelines for the reintegration of students with E/BD into integrated settings.
The reintegration of students with E/BD should be a major goal of all E/BD programs.
Integrating Students Into Inclusive Settings
Participants
◦ Mailed survey to CCBD members during the 2010-2011 school year. CCBD members were asked to complete the survey if they were currently EBD teachers.
◦ Four mailings were distributed to a sample pool of 1411 participants, 295 responded for a return rate 21%.
Behavioral Intervention Study
◦ The questionnaire consisted of 80 items in 10 clusters. The ten clusters ascertained teachers’ responses regarding behavioral interventions they use in their classrooms. The clusters are:
classroom organizations and management strategies;
classroom rules; proactive strategies; social skills strategies; motivational strategies; consequence strategies; reintegration strategies; behavior intervention strategies (BIP); crisis management strategies; and demographic information.
Instrument development
◦ The development of the survey came from the following sources: we surveyed varies EBD methods textbooks
and selected behavioral interventions that were considered best practice;
we selected behavioral interventions from the literature that were considered best practice; and
we analyzed syllabi from various classes in behavior management and EBD methodology.
Draft of questionnaire was pilot tested by a group of 10 EBD teachers at the elementary, middle, and high school levels in northwest Ohio and Wisconsin. Teachers responded to items, provided feedback on the clarity of items, the time it took them to complete the survey, and they made suggestions on how to improve the survey.
Gender of Respondents
79%
21%
Female Female Male Male
N=273
White91%
Black4%
Hispanic2% Asian
3%
Native American0%
Ethnic background
Mild/Moderate24%
ED43%
LD13%
Moderate/In-tense/Severe
13%
CD/MR1%
Intervention Specialist7%
Certification
25 or less 26 to 29 30 to 35 36 to 40 41 to 45 46 to 50 51 to 55 56 to 60 60 plus25 or less 26 to 29 30 to 35 36 to 40 41 to 45 46 to 50 51 to 55 56 to 60 60 plus
0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
3.4%
8.4%
10.3%11.0% 11.4%
18.3%
15.2%16.3%
5.7%
Age of Respondents
1 2 3 4 5 6 to 10 11 to 14 15 to 19 20 to 25 26 plus0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
0.4%1.5%
4.2% 4.6% 4.2%
19.5%
10.7%
18.3%
19.8%
16.8%
Total Years of Teaching Experience
1 2 3 4 5 6 to 10 11 to 14 15 to 19 20 to 25 26 plus0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
8.4%
12.5%
11.0%
9.5%
7.2%
22.1%
13.3%
7.6%
4.9%
3.4%
Number of Years in Current Teaching Position
Number of Students in Classroom
0 – 7 8 – 10 11 – 13 14 – 20 21 – 300 – 7 8 – 10 11 – 13 14 – 20 21 – 30
0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
30.0%
35.0%
ED Self-Contained48%
ED Resource14%
Cross-Categorical Self-Con-tained22%
Cross Categorical Resource
16%
Classroom type.
Public School76%
Public E/BD Alternative School14%
Private Therapeutic Day Scho11%
Educational Setting
Public School Private Alternative E/BD Alternative
Antecedent Strategies % % %
Providing attention to students who are behaving appropriately 98 100 100
Prompting/reminding students to behave appropriately 97 100 94
Precorrection (Teaching the appropriate way to behave before potentially problematic situations. For example, behavior at an assembly) 98 100 100
Instructional praise (general praise statement, describe behavior, & provide rationale for appropriate behavior) 96 100 100
Ignoring minor problem behavior (unless behavior will escalate) 97 89 94
Signal interference (giving signal to students to avoid & stop inappropriate behavior) 94 100 97
Restructuring the classroom schedule (e.g., after a bomb scare teach social skills instead of algebra) 85 86 88
Proximity praise (e.g., praising a student for on-task behavior in the proximity of another student who is not on-task, this student then immediately focuses to the task) 96
9697
Public School Private Alternative E/BD Alternative
BIP Development % % %
BIP in place 96 92 100
Plan based on “functional behavior assessment” (FBA) 95 88 97
Indirect FBA measures used (interview, checklist, rating scale) 88 96 94
Direct FBA measures used (direct observation/data collection) 96 92 94
Individualized to students’ needs 99 96 100
Alternative/replacement behaviors selected based on FBA results 91 92 97
Effectiveness of plan evaluated 94 92 100
Plan changed/revised based on data 92 96 97
Initial plan typically effective in changing student behavior 80 73 76
Public School Private Alternative E/BD Alternative
Crisis Management Training % % %
De-escalation 96 87 97
Life Space Crisis Intervention (LSCI) 53 26 35
Redirection 100 90 94
Use of a Crisis Plan 92 73 88
Debriefing 85 74 88
Diffusion 71 58 71
Exclusionary time-out (time-out room) 78 56 64
“The Acting Out Cycle” 46 37 52
CPT (Crisis Prevention Training 71 64 65
“Handle with Care” 18 5 6
“JKM Training” 3 2 3
“Handle with Care” 10 4 6
“Professional Assault Response” 7 8 9
“Therapeutic Crisis Intervention” 53 30 41
Public School Private Alternative E/BD Alternative
Motivation Systems % % %
Structured rewards system 83 92 94
Parents informed of system & sign off 61 73 61
Used reinforcer sampling to select rewards 66 50 76
System linked to classroom rules 87 96 94
Level system with different expectations at each level 55 69 82
Level system with privileges/consequences associated with each level 46 73 88
Level system with clear criteria for moving up & down levels 55 76 79
Pub School Private Alternative E/BD Alternative
Social skills instruction % % %
Explicitly taught 90 92 97
Taught regularly or on a daily basis 73 96 79
Prompted during regular interactions 96 96 100
Reinforced on an ongoing basis 98 100 97
Assign social skills homework (e.g., “hassle log”) 23 25 12
Commercially available curriculum used 53 32 62
Assessment of social skills prior & during instruction 76 68 73
Social skills instruction adapted using assessment results 67 72 76
Multiple examples of pro-social skills are used when teaching social skills 89 89 97
Non-examples of pro-social skills are used when teaching social skills 71 64 68
Taught across different settings 85 96 29
Taught by different instructors 65 82 73
Home/school communication regarding social skills curriculum 67 71 70
Prompted/reinforced across settings 90 93 91
Public School Private Alternative E/BD Alternative
Consequence Strategies % % %
Planned ahead of time 96 92 85
Matched to the severity of problem behavior 92 98 100
Loss of privileges 92 92 97
Access to reinforcement withheld 77 77 94
Free time withheld 32 81 88
Preferred activities withheld 14 87 88
Consequences paired with reinforcement for appropriate behavior 93 91 94
Response cost 50 58 70
Public School Private Alternative E/BD Alternative
Reintegration % % %
Assess mainstream environment 61 95 80
Monitor progress in general education setting 61 96 80
Fade/thin schedule of reinforcement before reintegration 64 71 71
Social Skills
n=49 n=55 n=50 n=34 n=54
26 + yr 20=25 yr 15-19 yr 11-14 yr 6-10 yr
Answer Options % % % % %
Explicitly taught 88 93 98 88 87
Taught regularly or on a daily basis 84 73 84 73 72
Prompted during regular interactions 96 95 95 100 96
Reinforced on an ongoing basis 94 100 96 100 100Assign social skills homework (e.g., “hassle log”) 71 23 32 15 15
Commercially available curriculum used 53 42 60 56 55Assessment of social skills prior & during instruction 75 78 80 79 67Social skills instruction adapted using assessment results 73 69 76 67 63Multiple examples of pro-social skills are used when teaching social skills 87 93 95 94 85Non-examples of pro-social skills are used when teaching social skills 62 72 75 79 64
Taught across different settings 92 85 92 88 83
Taught by different instructors 67 65 68 82 67
Motivation Systems
26 + yr 20=25 yr 15-19 yr 11-14 yr 6-10 yr
Answer Options% % % % %
Structured rewards system 85 81 87 91 85
Parents informed of system & sign off 73 60 69 56 57
Used reinforcer sampling to select rewards 67 65 69 64 67
System linked to classroom rules 94 95 87 91 85
Level system with different expectations at each level 69 56 44 38 57Level system with privileges/consequences associated with each level 73 53 52 51 56
Level system with clear criteria for moving up & down levels 71 51 45 50 53
Consequence Strategies
26 + yr 20=25 yr 15-19 yr 11-14 yr 6-10 yr
Answer Options % % % % %
Planned ahead of time 96 89 94 97 87Matched to the severity of problem behavior 100 98 98 97 96
Loss of privileges 98 95 94 91 92Access to reinforcement withheld 80 82 92 85 68
Free time withheld 81 84 88 76 76
Preferred activities withheld 84 85 92 88 85Consequences paired with reinforcement for appropriate behavior 90 98 96 94 90
Response cost 50 74 67 69 52
Reintegration
26 + yr 20=25 yr 15-19 yr 11-14 yr 6-10 yr
Answer Options % % % % %
Assess mainstream environment 83 92 94 91 90
Monitor progress in general education setting 85 89 90 91 94
Fade/thin schedule of reinforcement before reintegration 65 79 77 48 84
Crisis Management Training
26 + yr 20=25 yr 15-19 yr 11-14 yr 6-10 yr
Answer Options % % % % %
De-escalation 94 84 92 88 94
Life Space Crisis Intervention (LSCI) 39 41 41 20 23
Redirection 98 89 98 94 92
Use of a Crisis Plan 87 80 78 76 72
Debriefing 79 78 84 79 77
Diffusion 71 61 72 53 56
Exclusionary time-out (time-out room) 75 66 62 67 45
“The Acting Out Cycle” 42 37 41 47 37
CPT (Crisis Prevention Training 71 68 63 67 67
“Handle with Care” 14 5 2 9 9
“JKM Training” 2 2 2 0 2
“Handle with Care” 8 5 2 9 9
“Professional Assault Response” 4 14 12 9 4
“Therapeutic Crisis Intervention” 45 38 40 26 34
Physical Environment of A Classroom
0
50
100
150
200
250
300
YesNo
Clea
r tra
ffic p
atte
rns (
e.g.
, des
ks &
furn
iture
ar
e po
sitio
ned
so p
eopl
e ca
n wa
lk w
ithou
t bu
mpi
ng in
to e
ach
othe
r or c
ausin
g hi
gh
traffi
c are
as)
Desig
nate
d br
eak
area
s
Plan
ned
trans
ition
in y
our s
ched
ule
Set/e
stab
lishe
d da
ily sc
hedu
le
Assig
ned
seat
ing
for s
tude
nts
Use
of e
nviro
nmen
tal a
dapt
atio
ns (e
.g.,
use
of st
udy
carre
ls, d
esig
nate
d ce
nter
s)Clear traffic
patternsDesignated break areas
Planned transition in your sched-
ule
Set/estab-lished daily
schedule
Assigned seating for students
Use of envi-ronmental
adaptations
050
100150200250300
1 not important23 somewhat important45 very important
Classroom Rules
0
50
100
150
200
250
300
YesNo
Deve
lope
d wi
th st
uden
t inp
ut/p
artic
ipa
-tio
n
Com
mun
icate
d to
par
ents
Pare
nts s
ign
off o
n ru
les
Stat
ed p
ositi
vely
Post
ed in
clea
r vie
w
Rule
s exp
licitl
y ta
ught
Ratio
nale
for r
ules
pro
vide
d to
stud
ents
Revi
ewed
on
a re
gula
r bas
is
Use
of o
nly
4-8
class
room
rule
s
Devel-oped with student
input/par-ticipation
Commu-nicated to parents
Parents sign off on
rules
Stated positively
Posted in clear view
Rules explicitly
taught
Rationale for rules provided to stu-dents
Reviewed on a regu-lar basis
Use of only 4-8
classroom rules
050
100150200250300
1 Not important23 Somewhat important45 Very important
Precorrection Strategies
0
50
100
150
200
250
300
YesNo
Prov
idin
g at
tent
ion
to st
uden
ts w
ho a
re
beha
ving
app
ropr
iate
ly
Prom
ptin
g/re
min
ding
stud
ents
to b
ehav
e ap
prop
riate
ly
Prec
orre
ctio
n (T
each
ing
the
appr
opria
te
way
to b
ehav
e be
fore
pot
entia
lly p
rob
-le
mat
ic sit
uatio
ns. F
or e
xam
ple,
beh
avio
r at
an
asse
mbl
y)
Inst
ruct
iona
l pra
ise (g
ener
al p
raise
st
atem
ent,
desc
ribe
beha
vior
, & p
rovi
de
ratio
nale
for a
ppro
pria
te b
ehav
ior)
Igno
ring
min
or p
robl
em b
ehav
ior (
unle
ss
beha
vior
will
esc
alat
e)
Sign
al in
terfe
renc
e (g
ivin
g sig
nal t
o st
u-
dent
s to
avoi
d &
stop
inap
prop
riate
beh
av-
ior)
Rest
ruct
urin
g th
e cla
ssro
om sc
hedu
le (e
.g.,
afte
r a b
omb
scar
e te
ach
socia
l ski
lls in
-st
ead
of a
lgeb
ra)
Prox
imity
pra
ise (e
.g.,
prai
sing
a st
uden
t fo
r on-
task
beh
avio
r in
the
prox
imity
of
anot
her s
tude
nt w
ho is
not
on-
task
, thi
s st
uden
t the
n im
med
iate
ly fo
cuse
s to
the
task
)
Providing attention
to stu-dents
who are behaving
appro-priately
Prompt-ing/re-
minding students
to be-have
appro-priately
Precor-rection (Teach-ing the appro-priate way to behave before poten-tially prob-
lematic situa-tions.
For ex-ample,
behavior at an as-sembly)
Instruc-tional praise
(general praise state-ment,
describe behavior,
& pro-vide ra-tionale for ap-
propriate behavior)
Ignoring minor
problem behavior (unless
behavior will esca-
late)
Signal in-terfer-ence
(giving signal to students to avoid & stop
inappro-priate
behavior)
Restruc-turing the
class-room
schedule (e.g., af-
ter a bomb scare teach social
skills in-stead of algebra)
Proxim-ity praise
(e.g., praising
a student for on-
task be-havior in the prox-imity of another student who is not on-
task, this student
then immedi-ately fo-cuses to the task)
050
100150200250300
1 Not Important23 Somewhat important45 Very important
Social Skills
Expl
icitly
taug
ht
Taug
ht re
gula
rly o
r on
a da
ily b
asis
Prom
pted
dur
ing
regu
lar i
nter
actio
ns
Rein
forc
ed o
n an
ong
oing
bas
is
Assig
n so
cial s
kills
hom
ewor
k (e
.g.,
“has
sle lo
g”)
Com
mer
cially
ava
ilabl
e cu
rricu
lum
use
d
Asse
ssm
ent o
f soc
ial s
kills
prio
r & d
urin
g in
stru
c-
tion
Socia
l ski
lls in
stru
ctio
n ad
apte
d us
ing
asse
ssm
ent
resu
lts
Multi
ple
exam
ples
of p
ro-s
ocia
l ski
lls a
re u
sed
when
teac
hing
socia
l ski
lls
Non-
exam
ples
of p
ro-s
ocia
l ski
lls a
re u
sed
when
te
achi
ng so
cial s
kills
Taug
ht a
cros
s diff
eren
t set
tings
Taug
ht b
y di
ffere
nt in
stru
ctor
s
Hom
e/sc
hool
com
mun
icatio
n re
gard
ing
socia
l ski
lls
curri
culu
m
Prom
pted
/rein
forc
ed a
cros
s set
tings
Explic-itly
taught
Taught regu-
larly or on a daily basis
Prompted dur-
ing regular inter-
actions
Rein-forced on an ongo-
ing basis
Assign social skills homework (e.g., “has-sle
log”)
Commer-cially available cur-ricu-lum used
As-sess-ment of so-cial
skills prior & during
in-struc-tion
Social skills in-
struc-tion
adapted using
as-sess-ment
results
Multi-ple ex-am-
ples of pro-
social skills are
used when teach-
ing social skills
Non-ex-am-
ples of pro-
social skills are
used when teach-
ing social skills
Taught across differ-
ent set-tings
Taught by dif -ferent
in-struc-tors
Home/school com-muni-cation regard-ing so-
cial skills cur-ricu-lum
Prompted/re-
in-forced across set-tings
050
100150200250300
1 Not important
2
3 Somewhat impor-tant
4
5 Very important
0
50
100
150
200
250
300
YesNo
Motivation Systems
Stru
ctur
ed re
ward
s sys
tem
Pare
nts i
nfor
med
of s
yste
m &
sign
off
Used
rein
forc
er sa
mpl
ing
to se
lect
rewa
rds
Syst
em li
nked
to cl
assr
oom
rule
s
Leve
l sys
tem
with
diff
eren
t exp
ecta
tions
at
each
leve
l
Leve
l sys
tem
with
priv
ilege
s/con
sequ
ence
s as
socia
ted
with
eac
h le
vel
Leve
l sys
tem
with
clea
r crit
eria
for m
ovin
g up
&
down
leve
ls
Structured rewards sys-
tem
Parents in-formed of system & sign off
Used rein-forcer sam-pling to se-lect rewards
System linked to
classroom rules
Level system with different expectations at each level
Level system with privi-
leges/conse-quences as-
sociated with each level
Level system with clear cri-teria for mov-
ing up & down levels
0
50
100
150
200
250
1 Not important23 Somewhat important45 Very important
0
50
100
150
200
250
Yes
No
Individualized Behavior Intervention Plans
0
50
100
150
200
250
300
YesNo
BIP
in p
lace
Plan
bas
ed o
n “f
unct
iona
l beh
avio
r as
sess
men
t” (F
BA)
Indi
rect
FBA
mea
sure
s use
d (in
terv
iew,
ch
eckl
ist, r
atin
g sc
ale)
Dire
ct FB
A m
easu
res u
sed
(dire
ct o
b-
serv
atio
n/da
ta co
llect
ion)
Indi
vidu
alize
d to
stud
ents
’ nee
ds
Alte
rnat
ive/
repl
acem
ent b
ehav
iors
se-
lect
ed b
ased
on
FBA
resu
lts
Effec
tiven
ess o
f pla
n ev
alua
ted
Plan
chan
ged/
revi
sed
base
d on
dat
a
Initi
al p
lan
typi
cally
effe
ctiv
e in
chan
g-
ing
stud
ent b
ehav
ior
BIP in place
Plan based
on “func-tional behav-ior as-sess-ment” (FBA)
Indirect FBA
mea-sures used
(inter-view, check-list, rat-
ing scale)
Direct FBA
mea-sures used
(direct obser-vation/data
collec-tion)
Indi-vidual-ized to
stu-dents’ needs
Alterna-tive/re-place-ment
behav-iors se-lected based on FBA results
Effec-tive-
ness of plan
evalu-ated
Plan change
d/re-vised based
on data
Initial plan typi-
cally ef -fective
in chang-ing stu-
dent behav-
ior
050
100150200250300
1 Not important
2
3 Somewhat important
4
5 very important
Responding to Problem Behavior
Plan
ned
ahea
d of
tim
e
Matc
hed
to th
e se
verit
y of
pro
blem
beh
av-
ior
Loss
of p
rivile
ges
Acce
ss to
rein
forc
emen
t with
held
Free
tim
e wi
thhe
ld
Pref
erre
d ac
tiviti
es w
ithhe
ld
Cons
eque
nces
pai
red
with
rein
forc
emen
t for
ap
prop
riate
beh
avio
r
Resp
onse
cost
Planned ahead of
time
Matched to the severity of problem behavior
Loss of privi-leges
Access to re-inforcement
withheld
Free time withheld
Preferred ac-tivities
withheld
Conse-quences
paired with reinforce-ment for
appropriate behavior
Response cost
050
100150200250300
1 Not important
2
3 Somewhat important
4
5 Very impor-tant
0
50
100
150
200
250
300
Yes No
Crisis Management
0
50
100
150
200
250
300
YesNo
De-e
scal
atio
n
Life
Spac
e Cr
isis I
nter
vent
ion
(LSC
I)
Redi
rect
ion
Use
of a
Cris
is Pl
an
Debr
iefin
g
Diffu
sion
Exclu
siona
ry ti
me-
out (
time-
out r
oom
)
“The
Act
ing
Out C
ycle
”
CPT
(Cris
is Pr
even
tion
Trai
ning
“Han
dle
with
Car
e”
“JKM
Trai
ning
”
“Han
dle
with
Car
e”
“Pro
fess
iona
l Ass
ault
Resp
onse
”
“The
rape
utic
Crisi
s Int
erve
ntio
n”
De-esca-lation
Life Space Crisis Inter-
vention (LSCI)
Redi-rection
Use of a Crisis
Plan
De-briefing
Dif -fu-
sion
Exclu-sionary time-out
(time-out
room)
“The Acting
Out Cycle”
CPT (Crisis Pre-
vention Train-
ing
“Handle with
Care”
“JKM Train-ing”
“Handle with
Care”
“Pro-fes-
sional Assault
Re-sponse
”
“Ther-apeutic Crisis Inter-ven-tion”
050
100150200250300
YesNo
Received Training
Use Regularly
Integration into Inclusive Settings
0
50
100
150
200
250
YesNo
Assess mainstream environment
Monitor progress in general education
setting
Fade/thin schedule of reinforcement before
reintegrationAssess mainstream
environmentMonitor progress in general education
setting
Fade/thin schedule of reinforcement before
reintegration
0
50
100
150
200
250
1 Not important
2
3 Somewhat important
4
5 Very important
Further Data Analysis
Implications
Questions and Discussion