The Institute for Applied Behavior Analysis

1. A framework for Supporting Students with Disabilities and Challenging Behaviour: From Theory to Practice

2. The Institute for Applied Behavior Analysis

3. Technology in Support of Values - Social Role Valorisation • Community presence and participation, in ways that are age appropriate and valued by society. • Autonomy and self determination, through the exercise of increasingly informed choice. • Continuous involvement in the ongoing process of becoming. • Increasing independence and productivity, to the point of economic self sufficiency. • The opportunity to develop a full range of social relationships and friendships.

4. Definition of Challenging Behaviours Cultural abnormal behaviour(s) of such intensity, frequency or duration that: • The physical safety of the person or others is likely to be placed in serious jeopardy. • Behaviour is likely to seriously limit use or result in the person being denied access to ordinary community facilities. (Emerson, 1995)

5. Punishment • Type 1: The contingent PRESENTATION of a stimulus or event, resulting in a FUTURE decrease in response strength. • Type 2: The contingent WITHDRAWAL of a stimulus or event, resulting in a FUTURE decrease in response strength.

6. Aversive • A stimulus or event one would ordinarily act to avoid. Not all aversive acts are punishment.

7. Why use alternatives to punishment? • Legislation • Court findings • Agency Policies • Danger of elicited and evoked aggression • Lack of social validity • May not produce durable outcomes • Punishment is an after-the-fact procedure • Ethical considerations

8. Basic Assumptions of the IABA model • Problem behaviour is purposeful. • Assessment is necessary to identify the purpose the behaviour serves for the person. • Intervention is about enhancing the student’s skills NOT just reducing behaviours. • Challenging behaviours often serve more than one purpose and therefore require multiple interventions. • Intervention is about changing social systems. • Enhancing student’s lifestyles is the ultimate goal of intervention.

10. The Goals of Intervention • To diffuse the immediate situation - REACTIVE STRATEGIES. • To decrease the likelihood of future incidents - PROACTIVE STRATEGIES.

11. Define Target Behaviour  Gather Information  Synthesise Information  Analyse the meaning of the behaviour  Formulate a working hypothesis  Devise Intervention Plan

13. Assessment • Goal: Understand the nature of the behaviour so that the most effective interventions can be identified. • Identify variables that predict the behaviour is more or less likely to occur. • Function that the behaviour serves for the person.

14. The Process • Records review, e.g. NEP, SDP. • Interview stakeholders. • Direct observation and interaction. • Hypothesis testing.

15. Content

16. Materials • Behaviour Assessment Guide • Motivation Assessment Scale • Reinforcement Inventories • Questionnaires • Data collection proforma

17. Assessment is only useful if we: • SYNTHESISE THE INFORMATION • ANALYSE THE MEANING OF THE BEHAVIOUR • FORMULATE A WORKING HYPOTHESIS

18. 5 Hypotheses • To initiate or maintain social contact. • To escape or avoid non-preferred activities, situations, events and people. • To obtain preferred objects, activities or events. • To express emotions or reduce stress. • To obtain or withdraw from sensory stimulation.

22. Implementing Strategies • PROACTIVE STRATEGIES • Ecological Strategies (changes to the environment,, instructions/interactions, program) • Positive Programming (developing the learner’s skills and competencies) • Focused Support (gaining temporary control of the behaviour while implementing the ecological and positive program strategies)

23. Reactive Strategies Dealing with low level violence – swearing, verbal abuse and threatening gestures The 4D’s approach – defuse, deflect, defer and deal with. Responding to a crisis Get out of the way! Remove the learner/the class Use of restraint – only in exceptional circumstances! Paperwork Debrief LOOK AFTER YOURSELF!!!

26. Common Questions about the Model • Is the model resource intensive? • Is a Comprehensive Functional Assessment required for all students with challenging behaviours? • How does this fit with the School Discipline/Early Childhood Behaviour Management Policies? • The model is non-aversive so how do we protect staff/students? • Does it work?