North adams august six slides

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School Wide: Positive Behavior Supports

Presented by

Angela Searcy, M.S.Simple Solutions Educational Services

www.overtherainbowsimplesolutions.com

[email protected]

708-845-2343/866-660-3899

Angela Searcy [email protected] 708-845-2343• Angela Searcy M.S., D.T. holds a B.A. degree in English and secondary education with

teacher certification though the state of Illinois and a M.S. degree in early childhooddevelopment fromErikson Institute, with a specialization in Infant Studies and a credentialin developmental therapy. Angela is aDiversifying in Higher Education in Illinois FellowatArgosy University in the Doctor of Education Program

• Angela is the owner and founder ofSimple Solutions Educational Services, has over 20years of experience in the field of education, is an approved professionaldevelopmentprovider by theIllinois State Board of Education, and Texas ECI. She acts as aneducational consultant for theMultisensory Training Institute (MTI) in Needham, MA,Lakeshore Learning, Carson CA andCenter on the Social and Emotional Foundationsfor Early Learning (CSEFEL) at Vanderbilt University. Angela is also a professor atRasmussen College and a PDI coach with the Ounce of Prevention

• A former associate at theNeuropsychology Diagnostic Center in Orland Park, Illinois,Angela has specialized training in the neurosciences and is a nationally recognized speakerwith extensive experience working with professionals, young children, and their families asan early childhood teacher, child development specialist, staff developer, mental healthconsultant, parent educator, language arts teacher, college professorand tutor. Her expertiseencompasses developing behavior modification programs from a neuropsychologicalperspective, and creating professional development grounded in neuroscience research relatedto adult learning.

• She has been featured on Chicago Public Radio’sChicago Matters, Chicago Parent andChicago Baby Magazines and is a regular speaker for theLearning and the BrainConference Sponsored by Harvard, Yale and Stanford Universities.

National Centers & Resources

• Center on the Social and Emotional Foundations for Early Learning (CSEFEL) --www.vanderbilt.edu/csefelwww.vanderbilt.edu/csefel

• Technical Assistance Center for Social Center for Social Emotional Intervention (TACSEI) Emotional Intervention (TACSEI) www.challengingbehavior.orgwww.challengingbehavior.org

• Collaborative for Academic, Social, and Emotional Learning

• www.CASEL.org

• edutopia.org

• The Center for Effective collaboration and

Practice www.cecp.air.org

Importance of a Common Philosophy

• Prevents misunderstandings

• Ensures that all professionals approach student behavior in a consistent and appropriate manner

• Articulates the “what” and “how”

• The steps of a process Matter and are grounded in evidence-based research

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Questions! • What happens when parents don’t follow

through? • Are we catering to children?• Why are we rewarding children who

misbehave?• Why am I wasting my time when my work is

undone in a weekend?

• What if this child doesn’t belong in this setting?• Are we going to talk about consequences? • What if a child is dangerous to self and others?

Concerns

• I am not trained to work with kids like this…

• The other children are not getting what they deserve…

• This child is out to get me…• Children don’t have respect anymore.

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PunishmentA stimulus or event occurs following a behavior, and the behavior decreases.

• Presentation of something unpleasant.• Removal of positive reinforcement

– Time Out (from reinforcement)– Response Cost (a fine – take away

positive reinforcement already earned.)

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Problems with Punishment

• Doesn’t weaken the tendency to respond; just temporarily suppresses.

• Or - Behavior might be suppressed only in the presence of the punisher.

• Sometimes backfires – and the behavior increases due to the attention it’s getting

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More Problems With Punishment

• Students’ self-esteem can suffer if the only attention they are receiving is in the form of punishment.

• Learned helplessness – “I can’t do anything right.”

• Can discourage both unacceptable AND acceptable behaviors.

• The punishment reinforces the behavior• It doesn’t address the environmental,

social and cognitive reasons behind the behavior

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• It is not evidence-based! • Would you want to take medicine that was

not proven to work?

Few

children

Children

at-risk

All

Children

The Pyramid Model and RtI

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Challenging Behavior• What we are referring to when we say • “challenging behavior” is:

• Any repeated pattern of behavior that interferes with learning or engagement in pro-social interactions with peers and adults

• Behaviors that are not responsive to the use of developmentally appropriate guidance procedures.

• Prolonged tantrums, physical and verbal aggression, disruptive vocal and motor behavior (e.g., screaming, stereotypy), property destructions, self-injury, noncompliance, and withdrawal

Research on PBS

• Effective for all ages of individuals with disabilities 2-50 years.

• Effective for diverse groups of individuals with challenges: mental retardation, oppositional defiant disorder, autism, emotional behavioral disorders, children at risk, etc.

• PBS is the only comprehensive and evidence-based approach to address challenging behavior within a variety of natural settings.

Wrong Way – Right Way

Wrong Way• General intervention for

all behavior challenges

• Intervention is reactive• Focus on behavior

reduction• Quick fix

Right Way• Intervention matched to

purpose of the behavior

• Intervention is proactive• Focus on teaching new

skills• Long-term interventions

Process of Positive Behavior Support

Step 1: Using peer coaches and identifying goals

Step 2: Gathering information (functional assessment)

Step 3: Developing hypotheses (best guess)

Step 4: Designing behavior support plans

Step 5: Implementing, monitoring, evaluating outcomes, and refining plan in natural environments

Who are Peer Coaches?

Peer Coaches are NOT:• Supervisors • There to judge you • To talk about you behind

your back• There to give you advise

Peer Coaches ARE:• A tool to help you• Your eyes and ears• Data collectors• There to help you reflect

on your problem and support you

• Can provide resources

Children Communicate in Many Ways:

• Forms of communication– Words– Sentences– Point to a picture– Eye gaze– Pulling adult– Crying– Biting– Tantrums– ?

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All Behavior has Meaning and it is Up to the ADULTS to figure out the function

Functions of communication– Request object, activity, person– Escape demands– Escape activity– Escape a person– Request help– Request social interaction– Comment– Request information– Request sensory stimulation– Escape sensory stimulation– TO GAIN or AVOID


Step 1: Establishing a collaborative team and identifying goals


Step 3: Developing hypotheses (best guess)

Step 4: Designing behavior support plans

Step 5: Implementing, monitoring, evaluating outcomes, and refining plan in natural environments

Functional Assessment

• A process for developing an understanding of a person’s challenging behavior and, in particular, how the behavior is governed by environmental events.

• Results in the identification of the “purpose” or “function” of the challenging behavior.

Functional Assessment

• Observe the child in target routines and settings.

• Collect data on child behavior, looking for situations that predict challenging behavior and that are linked with appropriate behavior.

• Interview persons most familiar with the child.• Review records.

Everybody Helps

• Family collects data• Educational staff collects data

• Therapists collect data• Collect data in ALL settings

MON TUES WED THURS FRI SAT SUN

What happened the night before?

Slept Poorly

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Mom on Midnight

Shift

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

How was his

behavior?

Tantrum in A.M.

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Tantrum in P.M.

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Sample Setting Event Chart

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Mon Tues Wed Thurs Fri

How does he come to school?

Rides the bus

√√√√ √√√√ √√√√

Mom brings

√√√√ √√√√

Tantrum at a.m. circle

√√√√ √√√√ √√√√

His behavior?

Tantrum at snack

√√√√ √√√√ √√√√

Tantrum at small group

√√√√ √√√√ √√√√

Sample Setting Event Chart

Scatter Plot

Dates

Time Activity 10/1 10/2 10/3 10/4 10/5 10/8 10/9 10/10 10/11 10/12

7:30 Arrival

Free Choice

9:00 Planning

9:30 Centers

10:30 Snack

11:00 Outside

11:30 Small Group

12:00 Lunch

12:30 Nap

1:30 Outside

2:30 P.M. Circle

3:00 Departure

Student:

Observer:

Dates:

Target Behavior:

Using a scatter plot involves recording the times of day (and/or activities) in which the behavior does and does not occur to identify patterns over days or weeks

RachelMaya10/1 through 10/12

Hitting Peers

Behavior did not occur

Behavior did occur

Did not observe

NA

Child: Rachel Routine/Activity: House Center

Activity Description Behavior Expectations Problems

Steps:

1. Select materials 1. Pick materials that no one is using.

2. Pretend in roles 2. Use materials appropriately.

3. Exchange materials with peers

3. Don’t take from peer. 3. Takes materials from others.

4. Follow peers’ lead or accept role assignment

4. Maintain engagement. 4. Ignores peers, interferes in play.

5. Clean-up 5. Put materials on shelf in correct area.

Activity Analysis

Child’s Name: ______________ Week of: _________________Check the number of times the child is aggressive during the activity. Aggression

includes: hits, pinches, pulls hair, bites, kicks, & scratches.Activity Mon. Tues. Wed. Thurs. Fri. Average

Arrival ___0 times___1-5 times___5-10 times___10-15 ___15-20___+20

___0 times___1-5 times___5-10 times___10-15 ___15-20___+20




___0 times___1-5 times___510 times___10-15 ___15-20___+20

Circle ___0 times___1-5 times___5-10 times___10-15 ___15-20___+20






Lunch ___0 times___1-5 times___5-10 times___10-15 ___15-20___+20






Average ___0 times___1-5 times___5-10 times___10-15 ___15-20___+20






Child’s Name: Tim Observer: ___________________Check yes (Y) or no (N) at time one (T1) and time two (T2) to indicate whether

the child is interacting with a peer at the time of observation. T1 and T2 observations should be at least 5 minutes apart.

Activity Date:____ Date:____ Date:____ Date:____ Date:__ __

Centers T1: T2:x_Y __Y__N x_N

T1: T2:__Y __Y__N __N

T1: T2:__Y __Y__N __N

T1: T2:__Y __Y__N __N

T1: T2:__Y __Y__N __N

Lunch T1: T2:__Y __Yx_N x_N

T1: T2:__Y __Y__N __N

T1: T2:__Y __Y__N __N

T1: T2:__Y __Y__N __N

T1: T2:__Y __Y__N __N

Outside T1: T2:__Y x_Yx_N __N

T1: T2:__Y __Y__N __N

T1: T2:__Y __Y__N __N

T1: T2:__Y __Y__N __N

T1: T2:__Y __Y__N __N

Ratio: __2__#yes__6__total #observed

_____#yes____total #observed



_____#yes____total # observed

Rate the problem behavior:

0 = no problems, 1 = whining, resisting, 2 = screaming, falling on floor, 3 = screaming, hitting, other aggression

Monday Tuesday Wednesday Thursday Friday

Arrival0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3

Circle0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3

Nap0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3

Clean-up0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3

Other: _Bus Ride _ 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3

Average Score

Average Score:3

Average Score:2.2

Average Score:1.4

Average Score:1.4

Average Score:.8

Amy’s TransitionWeek of: _________________

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Child’s Name: ______________________ Behavior: ____sitting______Week of: _________________ Average Duration for Week: ___9___ minutes

Starting from the bottom, shade the number of boxes that represent the length of the target behavior. Each box represents TWO minutes.

Monday Tuesday Wednesday Thursday Friday

30 30 30 30 30

28 28 28 28 28

26 26 26 26 26

24 24 24 24 24

22 22 22 22 22

20 20 20 20 20

18 18 18 18 18

16 16 16 16 16

14 14 14 14 14

12 12 12 12 12

10 10 10 10 10

8 8 8 8 8

6 6 6 6 6

4 4 4 4 4

2 2 2 2 2

Child: Rachel Routine/Activity: Snack

Activity Analysis

Activity Description Behavior Expectations Problems

Steps:

1. Sit in chair. 1. Stay in seat.

2. Take food from plate when passed.

2. Take one item, wait for turn.

2. Takes multiple items, puts hand in bowl, grabs while plate is passed.

3. Eat food on plate. 3. Eat from own plate. 3. Takes food from other children’s plates.

4. Drink juice from own cup. 4. Drink and put cup on table.

5. Ask for more food. 5. Ask using please. 5. Grabs food when she wants more.

6. Wipe face with napkin. 6. Use napkin, not clothing.

7. Throw plate/cup/napkin away when finished.

7. Clear place, throw in trash.

Name: Observer: Date:

General Context: Time:

Social Context:

Challenging Behavior:

Social Reaction:

POSSIBLE FUNCTION:

Observation Card

Name: Karen Observer: teacher Date: 1/22

General Context: Choice time/art Time: 10:00

Social Context: Playing alone in house. Teacher comes over to Karen and asks her to come to the art table for art. When she doesn’t respond, the teacher tries to assist her by taking her arm to nudge her to stand.

Challenging Behavior: Karen pulls away and begins to protest by saying, “No! I not go to art!” as she pulls away from the teacher.

Social Reaction: The teacher walks away and says, “I will be back in a few minutes to see if you are ready.”

POSSIBLE FUNCTION: Escape art

Observation CardExample

“KIS”

• “KIS it” (Keep It Simple) - - Create simple, user-friendly forms to collect information (e.g., rating scales, checklists).

Home Observation Card

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Home Observation Card


Step 1: Establishing a collaborative team and identifying goals


Step 3: Developing hypotheses (best guess)Step 4: Designing behavior support plansStep 5: Implementing, monitoring, evaluating

outcomes, and refining plan in natural environments

Trigger Behavior Maintaining Consequence

• Group play: centers and outside play

Setting Events (if applicable):

Verbal aggression (threats), physical aggression (hit, push, kick, punch), property destruction

• Peers give up toys/items• Peers leave area• Adults intervene with negative attention on Tim

Preventions New Skills New Responses

Tim’s Support Planning Chart- Hypothesis

Function :obtain toy/play

Behavior support Plans

• This is a THREE tier approach to dealing with challenging behaviors

Behavior Support Plan

• Behavior Hypotheses - Purpose of the behavior, your best guess about why the behavior occurs

• Prevention Strategies - Ways to make events and interactions that trigger challenging behavior easier for the child to manage

• Replacement Skills – New skills to teach throughout the day to replace the challenging behavior

• Responses - What adults will do when the challenging behavior occurs to ensure that the challenging behavior is not maintained and the new skill is learned

Video 3b.2: Observation Vignette #2

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Materials to Add!

Story blocks

Word blocks

Ball toss

Bubble wrap jump

Sound jump

Letter Jump

Simple Solutions Support!

Wait Baskets

Here a child is not yet using a functional grasp, so a materials adaptation is created by using a table easel to help her keep her hand in the appropriate position.

HSCI Curriculum Modifications Module

Right Way/Wrong Way

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Environmental Support

HSCI Curriculum Modifications Module

Step 3:Support Plan Development (cont.)

• Brainstorm Prevention Strategies– Strategies to make routines or activities

easier for the child– Strategies to soften the triggers


• Group play: centers and outside play with peers



• Peers give up toys/items• Peers leave area• Adults intervene with negative attention to Tim


• Pre-teach skills by role playing via scripted story

• Use visual cards to help him remember lessons when in difficult situation

• Self-monitoring form to work on new skills

To Challenging Behavior:

Use of New Skill:

Tim’s Support Planning Chart

Function : Obtain toy/play

• Behavior Hypotheses - Purpose of the behavior; your best guess about why the behavior occurs





“ If a child doesn’t know how to read, we teach .

If a child doesn’t know how to swim, we teach .

If a child doesn’t know how to multiply, we teach .

If a child doesn’t know how to drive, we teach.

If a child doesn’t know how to behave,

we……..... …….teach? ……punish?

Why can’t we finish the last sentence as automatica lly as we do the others?”Tom Herner (NASDE President ) Counterpoint 1998, p. 2)Tom Herner (NASDE President ) Counterpoint 1998, p. 2)

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Identifying Teachable Moments

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Turtle Technique

Recognize Recognize

that you that you

feel angry. feel angry.

“Think” “Think”

Stop.Stop.

Go into shell. Go into shell. Take 3 deep Take 3 deep breathes. breathes. And think And think calm, coping calm, coping thoughts. thoughts.

Come out Come out of shell of shell when calm when calm and think of and think of a solution.a solution.

Centers!

Turtle Box

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Teach Rules in theContext of Routines

Feeling Dice/Feeling Wheel

Simple Solutions Adaptation

Ask for a BreakTimes to ask for a break: • Sleepy • Frustrated • Overwhelmed

• A short break could help you come back better to think through a problem

• Ask for a drink of water, go to the bathroom, take three deep breaths, do something you like ( color for a few minutes)

• Sometimes we need a break from our friends

Simple Solutions Educational Services © 2010 [email protected] 866-660-3899

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Simple Solutions Educational Services© 2010 [email protected] 866-

Lose a Game…Win a Friend!

• Being a sore loser can then led to not only losing the game but a friend!

• You can play and win another time

• Everyone should get a chance to win

• Win a friend by saying “good game”

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The Solution Kit

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Logan Square!!

Room 13 at Uptown Uses a key Ring instead…

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• Brainstorm ideas about what new skillsshould be taught to replace challenging behavior; write new skills on chart.









• Self-monitoring form to work on new skills

• Asking to play• Everyone can play with the toys

• Asking for teacher’s help

To Challenging Behavior:

To Use o New Skill:


Function : Obtain toy/play

• Behavior Hypotheses - Purpose of the behavior; your best guess about why the behavior occurs





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Simple Solutions Adaptation at Ezzard Charles Montessori


• Brainstorm ideas about how to respond to challenging behavior when it occurs; write new responses on chart.

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• Circle Time







• Teacher will subgroup during centers

• Teacher will change location of circle time

• Teacher will allow Tim to ask for a break

• Asking to play• Everyone can play with the toys

• Asking for teacher’s help

To Challenging Behavior:• Anticipate & cue to use new skill: asking to play/help

• Intervene to prevent harm by providing attention/support to child who is attacked

To Use of New Skill:• When asks, respond• Provide certificate and acknowledge positive behavior. Fade certificate.


Function:

Obtain toy/play

Simple Solutions Classroom Kit!