1. DEVELOPING BEHAVIOR SUPPORT PLANS OPERATIONAL DEFINITION OF
BEHAVIOR Zhanna Preston, Ed.D.
2. Learning Objectives 1. Demonstrate an understanding of
prohibited behavioral interventions, techniques, and crisis
interventions as specified in CCR section 3052. 2. Write a
behavioral intervention plan that includes data from a functional
analysis, measurable descriptions of specific maladaptive
behaviors, and replacement behaviors. 3. Describe procedures and
techniques to intervene in behavioral emergencies. 4. Identify the
characteristics and conditions that place a child at risk. 2
3. 5. Demonstrate an understanding of methods of team
consultation in which teachers, administrators, other school
personnel, parents, community members, and agencies collaborate to
address educational, social, behavioral, and emotional needs of
students. 3 Learning Objectives
4. Learning Objectives 6. Describe appropriate methods of
resolving conflicts between and among students. 7. Understand how
to implement school-wide positive behavior supports. 4
5. Defining Behavior: Why is it important? 5
6. Role and Importance of Definitions Definitions required for
replication Replication required to determine usefulness of data in
other situations Necessary for research Why is it important that we
accurately define behavior? 6
7. 7
8. Accurate, on- going evaluation requires explicit definition
of behavior Why pay so much attention to the definition of
behavior? 8
9. 9 An operational definition of the behavior must pass a TWO
PRONG TEST
10. 10 How critical is the problem behavior? Does the problem
behavior have a negative Impact on learning? Will the replacement
behavior have an impact on the individuals quality of life? Will
the replacement behavior have a positive impact on others? SO WHAT?
TEST
11. Before we operationally define the behavior We need to
select the target behavior What if there is more than one to choose
from? 11
12. 12 An array of behaviors to choose from
13. Prioritizing Target Behaviors 1. Threat to health or safety
2. Frequency 3. Duration of the behavior 4. Intensity of the
behavior 13 5. Importance Skill development Independence 6.
Reduction of negative attention 7. Reinforcement for significant
others Social validity Exercise caution when considering
14. Target Behavior Ranking 14 Get input from your stakeholders
Review behavioral history
15. 15 The "Stranger Test
16. 16
17. 17 DEFINE the BEHAVIOR Which brings us to the need to
18. What is an operational definition? A thorough and specific
description of an individual behavior. Used to define both target
(e.g., tantrums, elopement) or replacement behavior (e.g.,
gestures, engagement). Used to promote clear communication across
parents and professionals. Written only in observable and
measurable terms. Typically includes answers to the following
questions: Who? What? When? Where? How long? How often? How
intense? (Functional assessments are used to answer the "why"
question) Highly objective, minimally subjective. 18
19. Function-based Designated according to effect on the
environment Topography-based Identifies the shape or form of the
behavior 19
20. Accurate Complete Concise Definition of behavior MUST be
20
21. Characteristics of Good Definitions 21
22. Purpose of Good Definitions Precise and concise description
Reliable observation Accurate recording Agreement and replication
22
23. 23
24. Can you count number of occurrences? Should answer Yes Will
a stranger know what to look for based on definition alone? Should
answer Yes Can you break the target behavior down to smaller, more
specific components? Should answer No TESTING A DEFINTION 24
25. Defining Observable Problem Behaviors Definitions of
behaviors need to be: Observable: The behavior is an action that
can be seen. Measurable: The behavior can be counted or timed.
Defined so clearly that a person unfamiliar with the student could
recognize the behavior without any doubts! 25
26. Frequency: How often does the behavior take place?
Duration: how long does the behavior last? Intensity: How
severe/intense is the behavior? Latency: from the time when the
trigger takes place, how long does it take for the behavior to
start? Likert Scale Describe what measures have to be taken when
the behavior occurs Behavior Dimensions/Description Components
26
27. 27 Latency Duration Frequency Intensity DO WE NEED ALL FOUR
DIMENSIONS? Topography
28. 28 Behavior Support Plan mentions three dimensions
29. Frequency Intensity Duration While some behavior plan forms
require the following three aspects: a more comprehensive
definition should also include latency
30. More comprehensive definitions include Frequency Latency
Duration Intensity All four components 30 Discussion Board
Assignment: ALL FOUR ARE REQUIRED
31. 31 Different dimensions may be more prominent/important in
different types of behaviors
32. Mutual Toy Play Kicking Furniture Writing the Letters of
the Alphabet- Accuracy Riding a Bike Initiating Social Greetings
Completing a Sheet of Long-Division Problems Temper Tantrum Cursing
Following Directions Answering Comprehension Questions 32
33. Think of a behavior you have observed and provide an
operational definition to describe it to your colleagues and
document in a behavioral plan. 33
34. Behavior Plan Development Key Stages Select /Prioritize
Observe Define CHANGE 34
35. 35 References: PENT available @
http://www.pent.ca.gov/