SECONDARY INTERVENTIONS TRAINING - DAY II

Teri Lewis

Oregon State University

Welcome Back• NWPBIS Conference

• February 26-28, Portland Oregon

• Updates• Success and Challenges

• Problem-Solving

• Look ahead to Tier III

Universal –Tier I• School-wide discipline system for all students,

staff, & settings that is effective for “80%” of students.• Clearly & positively stated expectations. • Procedures for teaching expectations.• Continuum of procedures for teaching expectations.• Continuum of procedures for encouraging expectations. • Continuum of procedures for discouraging rule

violations.• Procedures for monitoring & modifying procedures.

Secondary – Tier II

Specialized group administered system for students who display high-risk problem behavior & are unresponsive to universal interventions. • Functional assessment based intervention decisions.• Daily behavioral monitoring.• Regular & frequent opportunities for positive reinforcement.• Home-school connection.• Individualized academic accommodations for academic

success. • Planned social skills instruction.• Behaviorally based interventions.

Tertiary – Tier III

Specialized group administered system for students who display high-risk problem behavior & are unresponsive to universal interventions. • Functional assessment based intervention decisions.• Daily behavioral monitoring.• Regular & frequent opportunities for positive reinforcement.• Home-school connection.• Individualized academic accommodations for academic

success. • Planned social skills instruction.• Behaviorally based interventions.

Secondary Interventions - Review Tim Lewis

Consider

• Not fixed group

• Student’s needs vary across continuum over time and within academic/social area

• Least intrusive but matched to student need• Effective and efficient

Critical FeaturesIntervention is continuously availableRapid access to intervention (less than a

week)Very low effort by teachersPositive system of support

• Students agree to participate

Implemented by all staff/faculty in a school

Flexible intervention based on assessment• Functional behavioral assessment

Other StrategiesBehavioral contractsAdult mentor/monitorTargeted social skills instruction

• problem solving• conflict management

Self-management programmingAcademic restructuring

Other Tier II Strategies

• Part of a continuum – must link to school-wide PBS system

• Efficient and effective way to identify students

• Assessment = simple sort

• Intervention matched to presenting problem but not highly individualized

GUIDING BEHAVIORAL PRINCIPLES

Think About Function of Behavior

Guiding Behavioral Principles

• Human behavior is important, understandable, & predictable

• Human behavior is learned• Human behavior is malleable & teachable• Behavior does NOT occur in a vacuum….it is affected directly by environmental events

Why use positive reinforcement?

• Teach new behavior• Encourage/establish infrequent & non-fluent behavior

• Establish positive relationship between the individual, others, & learning environment

• Strengthen specific replacement behaviors that compete with habitual undesirable behavior

Consequence(Wolery, Bailey, & Sugai, 1988)

• Events that occur after the behavior and serve to affect the probability of that behavior occurring again in the future under similar conditions

Manipulation of Stimuli

• Adding or taking away a consequence (Action)• May be presented (give) • May be withdrawn (take)• May be withheld

• What happens to behavior (Effect) • Increase or decrease in behavior• No effect on behavior

• Aversive stimulus• When given, decreased likelihood of behavior in future

• Positive punishment

• When removed, increased likelihood of behavior in future • Negative reinforcement

• Reinforcing stimulus• When given, increased likelihood of behavior in future

• Positive reinforcement

• When taken, decreased likelihood of behavior in future• Negative punishment

A Matter of Perspective

Action

E ffect

Behav ior

Person

•Always define the who and what you are interested in.

Definitions• “Positive” = add or give• “Negative” = take away or remove

• “Punishment” = decrease• “Reinforcement” = increase

Reinforcement v. Punishment• Positive Reinforcement

• a behavior has an increased likelihood of occurring again if something is given after it occurs

• Example 1: When Cleo yells out for teacher help during class, her teacher tells her to keep her voice down and try to figure it out on her own. Cleo’s yelling increases.

• Example 2: When Caesar helps the teacher or a peer with an activity and he is praised by the teacher, he helps more often.

• Negative Reinforcement• behavior has an increased likelihood of occurring again if

something is taken away after it occurs

• Example 3: When Hidalgo throws his work assignments on the floor, his teacher picks them, marks a zero on them, and takes them away. His throwing of work assignment increases.

• Example 4: When Mana comes in the room, she notices that her teacher glares at her. As soon as she puts her homework immediately in the assignment box, her teacher stops glaring. Mana turning in of homework assignment at the beginning of class increases.

• Example 5: When kids tease her, Petunia hits and kicks them, and the teasing stops. Petunia increasingly uses hitting and kicking when she is teased.

• Positive Punishment • behavior has a decreased likelihood of occurring again if

something is given after it occurs

• Example 6: Whenever Ivar tries to answer a question in class, the other students make fun of his accent. Ivar frequency of answering questions in class decreases quickly.

• Example 7: Every time Rodrigo visits the counselor’s office, the counselor makes him say something positive about himself. Rodrigo has stopped going to the counselor.

• Negative Punishment• behavior has a decrease likelihood of occurring again if something

is taken away after it occurs

• Example 8: For every minute that she is out of her seat, Camilla’s teacher takes away 1 minute of the computer lab time that she has earned. Camilla’s out of seat behavior decreases.

• Example 9: Alexxa really enjoys being in music class. When she is verbally aggressive, her teacher gives her a 2 minute visit to the room next door. Alexxa’s verbal aggressions decrease.

ACTION

Give Take

Increase

EFFECT

Decrease

ACTION

Give

Take

EFFECT

Increase

Positive Reinforcement

Negative Reinforcement

Decrease

Positive Punishment

Negative Punishment

Three Functions of Behavior

Problem Behavior

Escape/Avoid

Social Activity

Peer Adult

Obtain

Social Activity Tangible

Peer Adult

Automatic

• When the hallway supervisor catches Kleat running in the hallway, she stops him and tells him, “NO running? If I catch you again, you’re really goin’ to be in trouble. Kleat’s behavior is explained by ________________________________

• “Nice work, Petunia. You’re really staying on task today.” Petunia’s on-task behavior decreases. Petunia’s behavior is explained _____________________________.

• Rem skipped two class periods. The office assigned him 6 hours of community service with the custodian. The next week Rem skips 5 classes. Rem’s behavior is explained by _______________________________.

• “Rhus, you owe me seven minutes of your recess time because you’ve been talking to your neighbors instead of working.” Rhus’ teacher notices that he doesn’t talk to his neighbors as much. Rhus’ behavior is explained by ________________________.

• Jungo has learned that if continues to say “whine,” his mother eventually gives him what he wants. Sometimes he has to whine for 15 minutes, but eventually it works. Jungo’s behavior is explained by ________________________________ and Jungo’s mother’s behavior is explained by ___________________________.

• As Floret walks done the hallway, she bumps into kids, pushes them aside, and yells at them to move. The other kids tell her to stop acting like an animal. Floret’s behavior is explained by _______________________________.

• Whenever Ms. Taken gives the class an easy assignment for homework, they cheer and turn the homework in on time. Ms. Taken assigns more and easy assignments, especially on Friday. Ms. Taken’s behavior is explained by ______________________.

PREVIEW OF TIER IIIIntro to FBA-BIP

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

What is FBA?

• A systematic problem solving process for developing statements about factors that:• Contribute to the occurrence and maintenance of problem

behavior, and• More importantly, serve as basis for developing proactive &

comprehensive behavior support plans.

Use FBA when…

• Students are not successful

• Interventions need to be developed

• Existing interventions need to made more effective and/or efficient

Steps in an FBA

1. Collect Information to determine function.2. Develop testable hypothesis or summary statements

and indicate functions.3. Collect direct observation data to confirm summary

statement.4. Identify desired and acceptable replacement behaviors.5. Develop behavior intervention plan.6. Develop comprehensive BIP to ensure high fidelity

implementation. 7. Develop on-going monitoring system.

Step 1 Defining behavior

•Must be in operational, observable, or measurable terms.• To achieve high agreement between two people.

Aaron

• Teacher interview, student interview, record review

When Aaron sits next to preferred peers, he talks to them to gain peer attention.

STEP 2. Develop summary statement.

• Testable hypothesis (“objective guess”).• Write in observable terms.• If not confirmable, collect more information & restate.

• Developed from review of assessment information.

• Composed of (a) problem behavior, (b) triggering antecedent, (c) maintaining consequences, & (d) setting events.

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Testable Hypothesis

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Testable Hypothesis

Cleardirections. Completes

work.

Privateteacherpraise.

STEP 3. Collect direct observation data to confirm summary statement

• Testable hypothesis• Multiple settings• Measures of

• problem behavior• triggering antecedents,• maintaining consequences, &• setting events

• Collect direction information to confirm summary statement.

Appropriate Talking

Preferred peer 55% 45%

Alone 98% 2%

Non-preferred peer 96% 4%

STEP 4. Developing “competing pathways” summary statement

• Components• Confirmed summary statements• Desired replacement behavior to be displayed in

problem situation (behavioral objective)• Alternative replacement behavior that could achieve

same outcome as problem behavior

Competing Behavior Pathway

Setting event

NoneAntecedent

Preferred peerProblem Behavior

Talking

Maintaining Consequence

GainPeer attention

Alternative Behavior

Peer helper

Existing Consequence

GradesMore work

Desired Behavior

Work quietly

Setting event

Job StressDeadlines

Antecedent

Family event (e.g., holiday)

Problem Behavior

Host all eventsDo all cooking

Maintaining Consequence

Control

Alternative Behavior

?????

Existing Consequence

Less work

Desired Behavior

Let others host Some events

STEP 5. Develop behavior support plan.• Tactics for

• discouraging problem behavior,• teaching & encouraging desirable & acceptable

replacement behavior,• preventing & responding to emergency/crisis

situations, &• monitoring implementation effectiveness

• Emphasis on manipulation of (a) behaviors, (b) antecedents, (c) consequences, & (d) setting events

Aaron

None

Neutralize

Self-managementsheet

Choice of seating

Teacher precorrection

Irrelevant

Teach Aaron to:- self-assess-self-monitor-self-recruit

Inefficient

Praise/tokens for appropriate(self & peer)

Planned correction

Ineffective

Setting Events

Triggering Antecedents

Teaching Behaviors

Maintaining Consequences

Generic Plan Template

Beginning of class -give Aaron self-management sheet-Remind him to work quietly

When Aaron raises his hand

-check his self-management sheet-initial if accurate-give Aaron VISA tickets & praise

If Aaron talks during class

-Remind him of plan-Redirect to task

At end of class -collect self-management sheet from Aaron-give him praise for efforts/successes

At end of week -debrief on weeks progress-send plan summary home to parents

Consider contextual fit (Albin, Lucyshyn, Horner, & Flannery, 1996)

• Characteristics of person for whom plan is designed.

• Variables related to people who will implement plan.

• Features of environments & systems within which plan will be implemented. (p. 82)