Assessment and Intervention

Strategies for Behaviors: Part 2

Behavioral Intervention/Teaching Strategies THE HOW!

January 2008 & January 2009Revised July 2010

Bette Greer

Betsy Stanwood

TargetBehavior

Attention

From:

PeersStaffPreferred Adult

Power

Escape/ Avoidance

Self Stimulation

For:

ControlIntimidationVengeance

Of:

PersonActivityClassroom

To reduce:

AnxietyFear

Pos Reinf Neg Reinf

Functions of Behavior

TargetBehavior

Attention

From:

PeersStaffPreferred Adult

Pos Reinf Neg Reinf

Functions of Behavior

Function of John Sample’s Behavior from FBA: Attention

What is the Observed Target Behavior from FBA: Talking out

Hypothesis Statement for John Sample from FBA: When John is in a whole group instructional classroom setting and is not recognized by the adult he typically responds by talking out to gain attention

Now define the Target (Inappropriate) behavior for John in observable terms!

Describe John’s Target (Inappropriate) Behavior

What Does It Look Like?•Frantic hand waving

•Pouting when not called on by teacher or staff

•Rolling around on the carpet after being reprimanded

•Wandering from assigned area

What Does It Sound Like?•Calling out without teacher recognition

•Talking to neighbor

•Making negative comments following another student’s response

•Making noises that all can hear during lesson

Describe Possible Replacement Behaviors for John Sample

•Raising hand without waving arm

•Waiting without pouting for teacher recognition

•Responding by correcting behavior after being reprimanded

•Remaining in assigned area

•Waiting without calling out for teacher attention

•Listening without talking to neighbor

•Listening to another student’s response without commenting

•Listening without making noises that all can hear during lesson

What Do Appropriate Replacement Behaviors Look Like?

What Replacement Behavior Do We Need to Teach John?

How to gain “Attention” appropriately

Teaching Strategies:

1. Talk Ticket http://www.interventioncentral.com/htmdocs/interventions/behavior/talkticket.php

2. Breaking the Attention-Seeking Habit: The Power of Random Positive Teacher Attentionhttp://www.interventioncentral.com/htmdocs/interventions/behavior/ncrft.php

3. Verbal Outburstshttp://dpi.wi.gov/sped/doc/ebdveroutb.doc

4. Student Help Signalhttp://www.interventioncentral.com/htmdocs/interventions/study/helpsignal.php

5. Rubber Band Interventionhttp://www.interventioncentral.com/htmdocs/interventions/behavior/ rubberband.php

Teaching Strategies Continued

StopWait a minute

Finish work Tyler Quiet Tyler

draw read

VISUAL CUES

1. Photos of student presenting target behavior and replacement behavior

1. Visual cue card to prompt student to use replacement behavior Use your calm space

Good Work Tyler

TargetBehavior

Power

For:

ControlIntimidationVengeance

Pos Reinf Neg Reinf

Functions of Behavior

Function of Sally Solution’s Behavior from FBA:

Power

What is the Observed Target Behavior from FBA:

Refusal to Engage in Tasks

Hypothesis Statement for Sally Solution from FBA: When Sally is in a classroom setting and is asked to complete a task she typically responds by refusing to engage to gain power and control.

Now define the Target (Inappropriate) behavior for Sally in observable terms!

Sally Solution ActivityStep 1:In Teams, define Sally’s Inappropriate

BehaviorStep 2:In Teams, define Sally’s Target/Desired

Replacement behaviors that will taught.

Describe Sally’s Target (Inappropriate) Behavior

What Does It Look Like?

What Does It Sound Like?

•Head down•Pushing away materials•Ripping worksheets•Breaking pencils

•Saying “NO!”•Saying threatening things like “I’m going to hit you!”, “You can’t make me do this!”, etc.•Screaming•Slamming materials to the floor

Describe Possible Replacement Behaviors for Sally Solution

•Head up & looking at teacher

•Using materials correctly (i.e. without ripping, or throwing, without breaking pencils)

•Requesting assistance instead of saying “no”, threatening or screaming.

•Requesting use of an alternate or modified task

What Do Appropriate Replacement Behaviors Look Like?

What Replacement Behavior Do We Need to Teach Sally?

1. Passive Resistance http://dpi.wi.gov/sped/doc/ebdnoncomp.doc

2. School-Wide Strategies for Managing... DEFIANCE / NON-COMPLIANCE

http://www.jimwrightonline.com/php/interventionista/interventionista_intv_list.php?prob_type=defiancenon_compliance

– Allow the Student a 'Cool-Down' Break – Ask Open-Ended Questions – Do Not Get Entangled in Arguments – Emphasize the Positive in Teacher Requests – Increase 'Reinforcement' Quality of the Classroom – Keep Responses Calm, Brief, and Businesslike – Offer the Student a Face-Saving Out – Listen Actively

How to gain “power/control” appropriately

Teaching Strategies

TargetBehavior

Escape/ Avoidance Of:

PersonActivityClassroom

Pos Reinf Neg Reinf

Functions of Behavior

Function of Fred Refusal’s Behavior from FBA: Escape/Avoidance

What is the Observed Target Behavior from FBA: Tearing or destroying materials

Hypothesis Statement for Fred Refusal from FBA: When Fred is in the regular classroom setting and is asked to complete an assignment he typically responds by tearing or destroying materials to gain escape/avoidance.

Now define the Target (Inappropriate) behavior for Fred in observable terms!

Step 1:In Teams, define Fred’s Inappropriate Behavior

Step 2:In Teams, define Fred’s Target/Desired Replacement behaviors that will taught.

Fred Refusal’s Activity

Describe Fred’s Target (Inappropriate) Behavior

What Does It Look Like?

What Does It Sound Like?

•Tearing up worksheets

•Marking/scribbling on paper

•Breaking pencils

•Making inappropriate comments to other students

•Slamming books on the floor

•Knocking over desks

Describe Possible Replacement Behaviors for Fred Refusal

What Do Appropriate Replacement Behaviors Look Like?•Raising hand without waving arm

•Asking teacher for help with difficult work either verbally or with the use of a visual

•Asking for a calm break either verbally or with the use of a visual

•Asking teacher to show him an example verbally or with the use of a visual

•Tearing up non-school related paper as a release

•Asking teacher for alternate work using a script card

•Utilizing a wait card and “I’m Waiting” folder

What Replacement Behavior Do We Need to Teach Fred?

Teaching Strategies:1. Accommodating All Students: 'Classic' Ideas That Teachers

Can Use to Diversify Classroom Instruction http://www.interventioncentral.org/htmdocs/interventions/genAcademic/classic.php

• Write assignments or complex directions on the board in addition to saying them Create easy-to-follow 'strategy' sheet that lays out academic problem-solving steps in a clear manner for student to refer to as needed. Give copies of this model to each student, and mount poster-size versions on classroom walls.

• Teach students acceptable, unobtrusive ways to get academic assistance from peers. • Put together 'help-signal' program: when a student gets 'stuck' on seatwork, he or she

displays help-signal (e.g., brightly colored index card) on desk, switches to other work until teacher is freed up to approach and provide assistance.

• Train classmates (or even older students from another classroom) to serve as floating 'peer-tutors' during seatwork, circulating around classroom to help students in difficulty.

• Keep instructions brief. Break multi-step directions into smaller subsets-and have the student complete one subset before advancing to another. Use simple, clear language.

2. Reducing Problem Behaviors Through Good Academic Management: 10 Strategies

http://www.interventioncentral.org/htmdocs/interventions/behavior/edtchng.php

How to gain “Escape/Avoidance” appropriately

TargetBehavior

Self Stimulation

To reduce:

AnxietyFear

Pos Reinf Neg Reinf

Functions of Behavior

Function of Sammy Stem’s Behavior from FBA: Self Stimulation

What is the Observed Target Behavior from FBA: Scripting

Hypothesis Statement for Sammy Stem Refusal from FBA: When Sammy is in an instructional classroom setting and is asked to participate or listen to the group discussion he typically responds by scripting out loud a cartoon episode to gain self-stimulation.

“I'm happier 'n a tornado in a trailer

park! “

Now define the Target (Inappropriate) behavior for Sammy in observable terms!

Step 1:In Teams, define Sammy’s Inappropriate Behavior

Step 2:In Teams, define Sammy’s Target/Desired Replacement behaviors that will taught.

Sammy Stem’s Activity

“I'm happier 'n a tornado in a trailer

park! “

What Does It Look Like?

What Does It Sound Like?

Describe Sammy’s Target

(Inappropriate) Behavior

•Staring ahead and smiling

•Rocking back and forth

•Lips moving

•Hands in motion

•Making noises such as car sounds

•Verbalizing words with character intonations

•Making loud responses

Describe Possible Replacement Behaviors for Sammy Stem

What Do Appropriate Replacement Behaviors Look Like?

•Raising hand to request a sensory break

•Moving to the back of the room to the “calm space” area to listen to a tape or engage in a prescribed activity

•Presenting a cue card requesting removal from the class

•Drawing perseverative thoughts rather than speaking them

What Replacement Behavior Do We Need to Teach Sammy?

Teaching Strategies:1. Redirect self stim behavior

•Use the directive, "no movie talk"

•Used both auditory and written cues to redirect scripting by stating, "we are not talking about the “The Godfather” right now, we are talking about school“

•If the stim is "movie talk" and is some how relative to school I may follow the child's lead and say, "Oh, you watched “The Godfather” last night?“

How to gain “self stimulation” appropriately

“I made him an offer he

couldn’t refuse!”

2. Present a Social Story on why scripting bothers others

3. Teach student appropriate way to seek help

4. Increase use of language

5. Define a process to take a break

6. Create a method to allow student to define needs

7. Use a diet of sensory input.

8. Determine the reason for the stim – define what the student should be doing instead of stimming

Teaching Strategies Continued

TargetBehavior

Pos Reinf Neg Reinf

Other Examples of Teaching Strategies

“Reduce Frustration When Coming in Late”

1. Role play what student needs to do when coming in late

2. Utilize student/teacher agreement for minimizing frustration

• Sharpen pencil at the end of the day in preparation for the next day

• Keep lunch ticket in designated place so he can fill it out quietly when coming in late

• Say to teacher, “I missed that part, can you explain it to me?” when having missed the initial instruction

3. Teach the use of calming strategies

• Identify behaviors related to escalating frustration

• Utilize appropriate de-escalating tools or strategies

Tardy Note

1. Role play acceptable and unacceptable ways to attain peer attention

2. Utilize a preferred peer to give visual feedback (thumbs up/thumbs down) to indicate student’s use of acceptable or unacceptable attention seeking behavior

3. Participate in structured game play with peers4. Pre-teaching of role when participating in cooperative

learning groups in the general ed classroom

“Interact with Peers Appropriately”

3. Engage in problem solving discussion using a Problem Solving Worksheet

“Interact with Peers Appropriately”Continued

1. Role play how to ask for help before getting upset2. Use visual strategies and tools to request assistance3. Create a “Secret Signal” with teacher to request help4. Utilize a “Questions for Teacher” folder to be used at a

scheduled time to talk to teacher for clarification

“Communicate Need for Academic Assistance”

HELP ?

Resources

NHCS Positive Behavioral Interventions and Supports Training Modules

NHCS Student Support & Intervention System Manual

Why Johnny Doesn’t Behave by Barbara Bateman & Annemieke Golly

Web Resources- http://dpi.wi.gov/sped/ebdbluepri.html- http://www.interventioncentral.com/- http://www.pbis.org/main.htm