Interventions to Support Student Behavior: How to select and implement function- based strategies in the classroom Scott Spaulding Annie McLaughlin Carol

Interventions to Support Student Interventions to Support Student Behavior: Behavior:

How to select and implement function-How to select and implement function-based strategies in the classroombased strategies in the classroom

Scott SpauldingScott Spaulding

Annie McLaughlinAnnie McLaughlin

Carol Ann DavisCarol Ann Davis

Understanding and Arranging the Environment

Understanding and Changing Instructional Modifications

UnderstandingAntecedents

and Consequences

Increase in Teacher Time

and Level of Intrusiveness

SWPBiS FoundationsSWPBiS FoundationsUniversal supports in the classroomUniversal supports in the classroom

SWPBiS FoundationsSWPBiS FoundationsUniversal supports in the classroomUniversal supports in the classroom

General Guidelines: Why is it important to understand the purpose of a

behavior? The research indicates it as best practice.The research indicates it as best practice.

Placed in “time out”

Reinforced

Child hits to escape circle time

Asked to apologize and stay in circle

Not Reinforced

Make Problem Behavior Irrelevant, Ineffective, and Inefficient

Irrelevant student no longer needs to use problem behaviors to

achieve wants/needs

Ineffective Problem behavior no longer enables the student to

achieve the function of his/her behavior

Inefficient Problem behaviors require much more effort and time

to achieve purpose compared with acceptable behavior.

Positive Behavior Support Plan

Analyze the data --- determine the function. Develop hypothesis statements. Identify a situation in which you can consistently

implement an intervention. Based on that situation or problem behavior

(hypothesis), menu a variety interventions Choose one set of interventions Make sure that you have buy in

Case Study

Introduction to Alison





During extended teacher-led whole group instruction (10+ minutes) or during extended independent work times (10+ minutes) Alison will begin to engage in the target behaviors to obtain adult attention. These behaviors are more likely to happen when Alison has had more than one sitting activity in a row. They are also more likely to happen when Alison comes in upset from recess (i.e., not smiling or laughing).





Independent worktime so she can move around the room and attend to Alison and the other students





What do we know about What do we know about successful intervention successful intervention

plans?plans? Running around room

Teacher attention

Raising his hand to signal the T.

Problem behavior and replacement behavior need to serve the same function

All behavior is analyzed by looking at what All behavior is analyzed by looking at what happens before the behavior and what happens before the behavior and what happens after the behaviorhappens after the behavior

This gives us three areas to create This gives us three areas to create interventions for the challenging behaviorinterventions for the challenging behavior

Antecedent Strategies for AlisonAddress immediate antecedent events in the student’s environment that predict or trigger problem behavior.

Pre-specified Reinforcers

State the reinforcer to be delivered prior to the completion of a task or activity in which a problem behavior occurs.

Examples “If you will finish the first task, then you can

pick a friend to read with”

Pre-specified Reinforcers

Steps for Implementation

1. Assess preferences and reinforcers.

We know that Alison likes attention and reading is a way to give her attention in a structured fashion

2. Deliver the request by stating the reinforcer to be delivered when the request is completed.

Remember, when you first the first activity, you can read with a friend

3. Child receives reinforcer AFTER engaging in and completing the activity.

Collaborative ActivitiesExamples “If you do the

first three problems, I will sit with you and do the next one.”

Sharing the responsibilities of the task or activity in which a child typically exhibits challenging behaviors.

Collaborative ActivitiesSteps for Implementation

1. Identify activity.

2. Split the responsibilities of the task.

If Alison is working on a 20 item worksheet, you can split the worksheet into 4 sections.

3. Prior to the child’s engaging in challenging behavior, present the task demand in a collaborative fashion.

Tell Alison, “When you finish five problems, I will help you with the next five problems.”

NOTE: This intervention is effective for those children that engage in challenging behavior to escape from an activity and obtain attention.

Tolerance for Delay of Reinforcement

Examples During instructional

time and after 10 minutes in which Alison sits, the teacher tells her she can walk up to the office to give Ms. San the lunch tickets.

Teaching the child to (a) stay engaged in a task/activity, or (b) wait for a desired object for longer periods of time.



1. Identify the situation

2. Identify the shortest amount of time that the child will wait before exhibiting behavior. (CTP)

3.Choose a delay signal and a release signal.

4.Engage the child in the activity.


Steps for Implementation (cont.)

5. Deliver the delay signal prior to the critical time period.

6. Continue engagement for a short time longer.

7. Deliver a release signal and reinforcement (e.g., release student from task, deliver requested object/tangible).

8. Gradually increase time child has to wait between signal and delivery of activity/object

Teaching Strategies for Alison

Teaching to Request Help or Attention

Steps for implementation

1. Determine how long the child will stay with the task before engaging in the problem behavior

We know that Alison will sit in her seat for approximately 10 minutes

2. Just prior to arriving at this point, provide the child with help or attention (depending on which you are teaching).

At 9 min and 30 sec, tell Alison that you are going to help her.

Teaching a Request for Help

Steps for implementation (cont.)

3. Once the task has been associated with reinforcement (release from the task), prompt the child to request at the critical point before problem behavior occurs.

The next time she is working independently and when she has been doing this for 9 min and 30 sec, verbally prompt her by saying, “If you need help, remember to raise your hand.” Physically prompt her to raise her hand.

4. After a correct response, the child should be immediately provided the action to match the response

Provide Alison with help for that item or activity

Teaching a Requesting Response

Steps for implementation (cont.)

5. Over time, fade the prompts necessary for the child to make the desired request

Over the next few times, fade out your verbal prompt by walking by her and waiting for the correct response, or by signaling her to raise her hand without a verbal prompt, etc

Consequence Interventions for Alison

Remember we want to make the behavior irrelevant, inefficient, and ineffective

This is done by managing the consequences

ConsequencesConsequences

Choose consequences:Choose consequences: Reinforcement Reinforcement Time out from positive reinforcementTime out from positive reinforcement ExtinctionExtinction

Positive Reinforcement (SR+)

► The contingent presentation of a consequence immediately following a response that INCREASES the probability of the response occurring in the future

Administered contingently upon production of target behavior

Administered immediately to establish contingently

ExtinctionExtinction

Time-out from Positive ReinforcementTime-out from Positive Reinforcement -- -- access access

to reinforcement is removed for a period of timeto reinforcement is removed for a period of time

CharacteristicCharacteristic gradual reduction of behaviorgradual reduction of behavior

AdvantagesAdvantages can be easy to implement for minor can be easy to implement for minor

incidentsincidents DisadvantagesDisadvantages

difficult to implement for larger childrendifficult to implement for larger children

Implementing TOPRImplementing TOPR

Identify reinforcer that maintains behavior.Identify reinforcer that maintains behavior. Make the time-in as reinforcing as Make the time-in as reinforcing as

possible.possible. Keep time-out period short.Keep time-out period short. Follow guidelines.Follow guidelines. Release child from TO contingent on Release child from TO contingent on

acceptable behavior.acceptable behavior. Try teaching acceptable behavior first.Try teaching acceptable behavior first.

Implementing TOPRImplementing TOPR

We know that Alison is reinforced by attention.

Make sure that when students are not in independent work the activity is highly reinforcing. For example, the activity could begin with asking the students to pair up and talk about the answers (i.e., turn and talk)

TOPRTOPR

We could use a time out card, so when she is running around the room, time out card, and talking to her peers or getting attention from the paraprofessional is not available

Antecedent StrategiesAddress immediate antecedent events in the student’s environment that predict or trigger problem behavior.

Antecedent StrategiesAntecedent Strategies

Instructional AdaptationsInstructional Adaptations Preferred item as a distractorPreferred item as a distractor Choice makingChoice making Non-contingent reinforcement (NCR)Non-contingent reinforcement (NCR) High probability requestsHigh probability requests

Instructional AdaptationInstructional Adaptation

Changes to learning task requirements, Changes to learning task requirements, such as changes to the instructional such as changes to the instructional content, teaching methods, materials or content, teaching methods, materials or physical environmentphysical environment

These changes are usually temporary or These changes are usually temporary or reduced over timereduced over time

InstructionalInstructional

ContentContent Task difficultyTask difficulty Add preferenceAdd preference

PresentationPresentation Length of taskLength of task Varied activitiesVaried activities ChoiceChoice MaterialsMaterials

ContentContent Add a peer buddyAdd a peer buddy Small groupingsSmall groupings

PresentationPresentation Oral presentationOral presentation Varied activitiesVaried activities ChoiceChoice Interactive materialsInteractive materials

Preferred Activities or Objects as a Distractor

Engaging a student in an activity or object to distract him/her from the event in which the student usually engages in challenging behavior.

Examples•Giving students markers to work with while waiting for other students to finish work.•Letting a student listen to a tape recorder while riding in the car/bus.

Preferred Activities or Objects as a Distractor


1. Identify objects that are preferred.

2. Identify objects that do not interfere with the target activity.

3.Engage student with the preferred object before beginning target activity or at a point prior to which challenging behavior will occur.

Preferred ItemPreferred Item

Choice Making

Examples

“Do you want to do the worksheet first or the reading first?”

“Do you want to brush your teeth or wash you face?”

“Do you want to use the markers or the crayons?”

Offering choices of materials to be used, components of an activity, or undesired activities when presenting a request.

Choice Making

Steps for Implementation:1. Identify activities in which choices can be

offered

2. Identify an array of choices within activity.

3.Offer choices prior to the student engaging in challenging behavior.

Non-contingent Attention (NCR)Non-contingent Attention (NCR)

Reinforcer that maintains a problem Reinforcer that maintains a problem behavior is delivered on a schedule behavior is delivered on a schedule INDEPENDENTINDEPENDENT of the student’s behavior of the student’s behavior

NCR decreases the effectiveness of a NCR decreases the effectiveness of a consequenceconsequence Providing attention to a student every 15 Providing attention to a student every 15

minutes decreases the likelihood that he will minutes decreases the likelihood that he will engage in shouting out in order to gain the engage in shouting out in order to gain the teacher’s attention.teacher’s attention.

How Does NCR work?How Does NCR work?

In the case of NCR…In the case of NCR… Noncontingent access to Noncontingent access to attention attention

decreases the reinforcing effectiveness of decreases the reinforcing effectiveness of attentionattention

Noncontingent access to Noncontingent access to escapeescape decreases the reinforcing effectiveness of decreases the reinforcing effectiveness of escape escape

Noncontingent access to Noncontingent access to sensory sensory stimulationstimulation decreases the reinforcing decreases the reinforcing effectiveness of sensory stimulation effectiveness of sensory stimulation

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Guidelines for Using NCRGuidelines for Using NCR You MUST know the function of the You MUST know the function of the

challenging behaviorchallenging behavior Must stop reinforcing challenging behaviorMust stop reinforcing challenging behavior

If screaming gained access to tangible, you If screaming gained access to tangible, you must stop giving the tangible if the student must stop giving the tangible if the student screamsscreams

Determine initial interval*Determine initial interval* Total duration of all baseline sessions/total Total duration of all baseline sessions/total

number of occurrences of the PBnumber of occurrences of the PB• Set the initial interval slightly below thisSet the initial interval slightly below this

Initial time interval should be dense and then Initial time interval should be dense and then thinnedthinned

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Example of Initial Steps of NCRExample of Initial Steps of NCR

Duration of math # of Challenging Behaviors

30 4

32 2

30 2

30 3

31 4

Total: 153 15

153/15 = 10.2 minutes 10:12

NCRNCR AdvantagesAdvantages

Easy to useEasy to use Creates positive Creates positive

learning environmentlearning environment If used with If used with

extinction, can extinction, can reduce extinction reduce extinction burstburst

Chance pairing of Chance pairing of productive behavior productive behavior and NCR could and NCR could strengthen the strengthen the productive behaviorproductive behavior

DisadvantagesDisadvantages Free access to Free access to

NCR stimuli may NCR stimuli may reduce motivation reduce motivation to engage in to engage in adaptive behavioradaptive behavior

Chance pairing of Chance pairing of non-productive non-productive behavior and NCR behavior and NCR could strengthen could strengthen the non-productive the non-productive behaviorbehavior

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High‑Probability Requests

A set of simple requests delivered just prior to a request in which the student typically does not comply.

Teacher Student Consequences

Alan, give me five. Gives five Teacher gives praise

Touch your ears. Touches ear Teacher gives praise

What is on your shirt?

Says “Batman” Teacher gives praise

Sit in your chair. Sits in chair. Teacher gives praise

HPR Academic ExampleHPR Academic Example

Teacher Student Consequence

Get out your worksheet Student takes out worksheet

Teacher delivers reinforcement “nice”

Find your pencil Student picks up pencil Teacher delivers reinforcement “perfect”

Point to number one Student points to number one

Teacher delivers reinforcement “yep!”

Complete number one Student writes the answer to the problem

Teacher delivers reinforcement “Awesome”

High‑ProbabilityRequests

1. Identify those requests that the student typically will complete. These tasks should be easy and quick to complete (High‑p requests). Usually over 80%

2. Identify those requests in which the learner will not complete. Usually under 40% of the time.

3. Validate those requests by taking data on them.

4. Deliver three high-p requests immediately prior to delivering the low-p request.

5. Provide some type of feedback (i.e., praise, gesture, tangible) after EACH high-p and low-p request

HPR EXAMPLEHPR EXAMPLE

Teaching StrategiesTeaching Strategies

Teaching Strategies

Address the communication, social, and adaptive living skill deficits and needs of students with disabilities or behavioral challenges.

Strategies are linked to the skill deficits that are associated with the occurrence of problem behavior.

Teaching StrategiesTeaching Strategies

ReplacementReplacement RequestingRequesting RejectingRejecting

Strategies Teaching Replacement Behavior

General Rules for Implementing

Do not continue to reinforce the problem behavior

Minimize the probability that a problem behavior will occur prior to the acceptable communicative response

If possible, select a new response that is already part of the student’s existing repertoire.

Try to incorporate the natural maintaining contingencies offered by the natural environment

Teaching a Requesting Response

A socially acceptable request to: withdraw from an uncompleted task with the

expectation of returning (requesting a break)

gain someone’s attention (request attention)

gain help from someone (request assistance)

solicit praise or confirmation of completed work (request a work break)

Teaching a Rejecting Response

A socially acceptable response to avoid contact with an undesired activity, person, or object.

When given a multiplication worksheet, Allison says, “This is too hard and I need help.” She is given the help.

Right before gym time, Ryan signs “all done” and does not have to go to gym.

Teaching a Rejecting Response Continued

Steps for implementation1. Identify the earliest possible at which the

student attends to the approach of the undesired event without engaging in problem behavior

2. Reinforce the absence of problem behavior3. Prompt or model the desired response in the

presence of the undesired event

Teaching a Rejecting Response

Steps for implementation Continued4. Shape successfully better approximations or

gradually reduce the student’s reliance on prompts.

5. Make sure that rejecting is used conditionally (i.e., the student only has the item/activity removed when he/she asks appropriately)

Rejecting Response

COMMON MISTAKES Adults intermittently remove the item/activity

Teacher ‘pushes’ too far because the student ‘needs’ to do it.

Math teacher removes the item/activity but instructional assistant does not.

Prompts are not faded quickly enough

Consequence Consequence InterventionsInterventions

We must change the consequences if we want to We must change the consequences if we want to change behaviorchange behavior

ConsequencesConsequences

ReinforcementReinforcement

Choose effective reinforcers:Choose effective reinforcers: Reinforcement historyReinforcement history Deprivation stateDeprivation state Perceived value of the reinforcerPerceived value of the reinforcer ConsistencyConsistency Age appropriatenessAge appropriateness

Prevent or Delay SatiationPrevent or Delay Satiation

1.1. Allow students to select reinforcers and Allow students to select reinforcers and have a variety (3 or 4) for the student to have a variety (3 or 4) for the student to choose fromchoose from

2.2. Assign a particular reinforcer to a particular Assign a particular reinforcer to a particular task or behaviortask or behavior

3.3. Decrease the size of the edible reinforcerDecrease the size of the edible reinforcer4.4. Decrease the amount of time the student Decrease the amount of time the student

accesses the reinforcer (lower amount of accesses the reinforcer (lower amount of iPad time)iPad time)

5.5. Use multiple reinforcers across time even Use multiple reinforcers across time even though the student is highly motivated by though the student is highly motivated by access to a certain preferred reinforcer.access to a certain preferred reinforcer.

ReinforcementReinforcement

Token EconomiesToken Economies ContractingContracting

Token EconomiesToken Economies

A behavior change system which involves A behavior change system which involves identification of specific behaviors to be identification of specific behaviors to be reinforcedreinforced

Three Aspects:Three Aspects:

1.1. Clearly defined behaviors Clearly defined behaviors

2.2. A medium of exchangeA medium of exchange

3.3. Back up reinforcersBack up reinforcers

Token Economies ContinuedToken Economies Continued

A token will only work if: It is consistently paired with backup reinforcers Individual must have strong motivation for the

back up reinforcer Advantages of token economies:

Provides explicit, concrete reward that can simplify intervention and provides representation of child’s progress.

Structures interactions in a consistent manner (prevents focus on negative behaviors since must reward positive behaviors).

Token Economies ContinuedToken Economies Continued

Disadvantages of token economies: Requires extra time to initiate/maintain Can be intrusive (most natural environments

don’t have a token system) Needs back-up reinforcers.

Implementing Token EconomiesImplementing Token Economies

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ContractingContracting

Placing the contingency for reinforcement into Placing the contingency for reinforcement into a written documenta written document

The contract should contain:The contract should contain: If…then… statementIf…then… statement the behaviorthe behavior the conditionsthe conditions the criterionthe criterion the reinforcerthe reinforcer dates for interim and final reviewdates for interim and final review

Typically for students who have average Typically for students who have average cognitive levelscognitive levels

Advantages of ContractsAdvantages of Contracts

Provides a permanent document that records Provides a permanent document that records the variables of the original contingencythe variables of the original contingency

Allows the student to be an active participant Allows the student to be an active participant through the negotiation process to set up the through the negotiation process to set up the contractcontract

Emphasizes the individualization of Emphasizes the individualization of instructioninstruction

Provides interim documents that state current Provides interim documents that state current objectives between IEP meetingsobjectives between IEP meetings

CONTRACT

The following is an agreement between ___(student)___ and __ (teacher)___. The terms of the agreement are as follows:

The student will__________________________________________________________ _______________________________________________________________________

In return the teacher will ___________________________________________________ _______________________________________________________________________

The following conditions apply:

1._____________________________________________________________________

2._____________________________________________________________________

3._____________________________________________________________________

This contract is rendered void if the student fails to achieve the designated goal. The contract will be reviewed on ___(date)___.

Student Signature_______________________________________

Teacher Signature_______________________________________

Witness Signature_______________________________________

Date____________________

Adding a PunisherAdding a Punisher

Case studyCase study

Documents

Interventions to Support Student Behavior: How to select and implement function- based strategies in the classroom Scott Spaulding Annie McLaughlin Carol