Getting off to a Good Start! Supporting Students with Behaviors

1. Getting off to a Good Start!Supporting Students with Behaviors

2. Learning Objectives

3. Behaviors Defined

4. Challenging Behavior

5. What is Positive Behavior Support?

6. Understanding the function of behavior: Behavior is lawful When we understand why a student is demonstrating a behavior, we say that we understand the function of that behavior

7. What does the “function” of the behavior mean?

8. Obtain Desirable Events Avoid/Escape Undesirable Events Internal External Internal External Attention Objects/ Activities Objects/ Activities Attention • Difficult • tasks • Change in • routine • Interruption • of desired • activity • Rhythmic • rocking • Endorphin • release • Visual • stimulation • Smiles, • hugs • Frown, • scolding • Surprise • Smiles, • hugs • Frown, • scolding • Surprise • Sinus • pain • Skin • irritation • Hunger • Food • Preferrred • activity • Money

9. Why is it important to identify the function of a behavior? • It is empirically validated as best practice

10. Functional Assessment of Behavior (FBA)

11. Strategies for Assessing Antecedents/Consequences

12. Motivation Assessment Scalehttp://www.monacoassociates.com/mas/aboutmas.html • A 16-item survey that assists in developing a hypothesis about the function of the problem behavior

13. Strategies for Antecedents/Consequences

14. Scatterplot: An interval recording system that assists in determining if patterns of problem behavior exist during specific time periods

16. Name: ___________________________ Date(s):____________________ Teacher(s)________________________

17. If you don’t have a planYou’re planning to fail What do I do with all of this data? H. Wong, 1998

18. Hypothesis Development

20. What can we change?

21. Setting Events: Conditions that increase the likelihood that the problem behavior will occur

22. What can we change?

23. Environmental Interventions

24. What can we change?

25. Stress and ASD

26. Example: Writing • “having to engage in handwriting is the most significant and serious impediment to academic participation for students with autism spectrum disorders in schools in North America today. (Dr. Richard Simpson, 2007) • multiple tasks (printing and thinking) leads to “a system wide resource constraint”—blood and oxygen for each component task are reduced and coordination of brain decreases

27. Make Problem Behavior……

30. What is Reinforcement?

31. Reinforcement is not a bribe!

32. Choosing Reinforcers

33. Schedules of Reinforcement

35. Back to the basics:

36. Teaching Replacement Behaviors

37. What Behaviors To Teach

38. What about Executive Functions? Executive What?

39. Executive Functions help with • Thinking • Acting • Solving Problems • Learning new info • Remembering • Retrieving info

40. Executive Functions Help Us… • Make Plans • Keep track of time • Keep track of multiple ideas • Engage in group dynamics • Evaluate ideas • Reflect on work • Change minds and make corrections • Finish on time • Ask for help • Wait to speak • Seek more info

41. 5 General Components of EF

42. How do EF deficits impact students?

43. Other Difficulties…

44. Breaking Skills Down

45. Other Strategies….

46. Prompting—What is it?

48. A strategy that really works….

49. Schedules may………..

50. Other Antecedent Considerations