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Beth Urbanczyk, MSCCC Behavior Analyst

Form Ever Follows Function: Classroom-based Behavioral Interventions for Children and Youth with TBI. Beth Urbanczyk, MSCCC Behavior Analyst. Functional Analysis and Assessment of Behavior.

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Beth Urbanczyk, MSCCC Behavior Analyst

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  1. Form Ever Follows Function:Classroom-based Behavioral Interventions for Children and Youth with TBI Beth Urbanczyk, MSCCC Behavior Analyst

  2. Functional Analysis and Assessment of Behavior • A set of processes for defining the events in an environment that reliably predict and maintain problem behaviors. (O’Neill, et al 1997) • Methods: interviews, rating scales, direct observation, etc.

  3. Functional Behavioral Assessment and Analysis • Outcomes include: • Clear description of challenging behaviors • Identification of who, what, where, etc that predict when behavior(s) will/won’t occur • Identify consequences that maintain behavior(s)

  4. Functional Behavioral Assessment and Analysis • Collection of direct observation data that support summary statements. • Data Collection: Scatterplot with an embedded rating scale • See samples in handouts

  5. Values and Functional Assessment • Conduct behavioral support with dignity of the person as primary concern. • A person’s behavior is functional. • Conduct FAB to understand the structure/function of those behaviors so we can teach/promote effective alternatives.

  6. Values and Functional Assessment • Process for looking at relationships between behavior and the environment. • Not simply a review of the person with challenging behaviors.

  7. Approaches to FA • Informant Methods: Talk to individual with ABI and other key stakeholders (e.g. teachers, SLP, Principal, Art teacher, family, etc.)

  8. Approaches to FA • Direct Observation by Behavior Consultant, teachers, assistants, etc. • Train staff to be good observers! • A-B-C (don’t forget Setting Events)

  9. Review of Data • Review your data. • Please see sample in your handouts. • Provide precise descriptions of problem behaviors.

  10. Precise Behavioral Descriptions: NOT! • Out of chair • Hitting others • Running in hall • Crawling on knee’s in hall • Not staying in seat (café) • Changing Centers • Getting Water (not asking) • Off Rest Mat and on and on

  11. Precise Behavioral Descriptions • How many categories can you reduce the previous list of behaviors to? • Thoughts and suggestions:

  12. Summary Statements • This is where you develop your hypothesis. • Get staff and other stakeholders thinking about function of behavior not topography.

  13. Form Ever Follows Function • List and describe the functions of the child’s behaviors. • Escape, attention, access, sensory, etc. • Finally, identify a plan!

  14. Positive Behavioral Momentum • Preferred Activities • Choices and Control • Positive Emotional States • Positive Routine • Activity Engagement and Completion

  15. Positive Setting Events (Feeney, 2001) • Environmental support • Choices • Positive routines • Positive emotional states • Positive roles • Control • Preferred activities

  16. Positive Setting Events (Feeney, 2001) • Success with meaningful tasks tend to result in: • Activity engagement • Completion of tasks • Positive environment

  17. Proactive Communication • Always give information. Tell the person: • Where you are going. • How much you want the person to do. • How long you want the person to do something. • Write things down. • Don’t say “no”, say “try again”.

  18. Even More Proactive Communication Ask Questions & Give Choices • “What did I say?” • “Do you remember?” • “What can you do now?” • “What should you do now?” • “Is this going to help you?” • “How do you want me to help you?” • “What do you want?”

  19. Antecedent Management Instructional Control (Luria, 1961; Russo, Cataldo, & Cushing, 1983) • Identify a cue which means “STOP”. • Cue the person to “stop” at a “natural” time. • Repeat this procedure throughout the daily routine. • Use when the person demonstrates problem behaviors. Instructional Control (Luria, 1961; Russo, Cataldo, & Cushing, 1983)

  20. Teach how to behave Direct Instruction (Engelmann & Carnine, 1982) • General Case Responding (Becker & Emgelmann, 1978) • General Case Programming (Horner, McDonnell, & Bellamy, 1986) • Define instructional universe. • Define range of acceptable variation within universe. • Select teaching examples. • Sequence examples. • Teach examples.

  21. Teach how to behave • Label Behaviors • Identify and reflect. • Objectively label the behavior(s). • Use one or two word descriptors of the behavior(s). • Reflect the behavior(s) back to the person. • Identify alternatives. • Identify feelings and emotions.

  22. Natural Consequences (not punishment) • Motivational Assessment(Durand, 1989) • Identifying a range of naturally occurring reinforcers. • Providing a range of reinforcers. • Activity or object acquisition. • Demand avoidance. • Attention. • “Grandma’s Rule”. • The “You could do that . . .what will happen” Approach

  23. Non-Aversive Approaches to Challenging Behavior: C Self Monitoring and Self Evaluation • Self Evaluation Scale (Feeney, 1990) • Self evaluation (1-10) • Peer evaluation (1-10) • Staff evaluation (1-10) • What helped / What didn’t help • Guided • Self generated

  24. Personal Metaphors • Brett Favre is the Quarterback for the Green Bay Packers. • Brett Favre is my hero. • A hero is someone I like a lot. A hero does good things.

  25. Brett Favre does good things. Some of those good things are • exercises, eats well and takes care of himself. • Brett Farve makes a plan for the Packers before each play. The plan lets the players know what to do and when to do it. • Brett Farve takes care of his hands so they don’t get hurt - HE KEEPS HIS HANDS TO HIMSELF. • Brett Farve follows the Coach’s directions.

  26. Brett Favre and Scott • I want to be a big man like Brett Favre. To be a big man like Brett Favre, I need to: • Follow the teachers directions. My teachers are like Brett Favre’s coaches. • I will keep my hands to myself. I have to take care of my hands like Brett Favre takes care of his hands. • I will make a plan with my teacher before each class. Brett Favre and his coaches make plans for the Packers before each class. I will try my best each day to act like Brett Favre.

  27. Managing Behavioral Crises • Keep a “Stoneface”. • Redirection. • Active Listening & Supportive Questioning • Ventilation – Empathy • Identification – Problem Solving • Reflection • Manage the environment. • General space. • Personal space.

  28. Managing Crises (Some Don’ts) • Plant an idea for a negative behavior. • “I know you’re mad but, you better not . . .” • “Don’t even think about . . .” • Threaten with consequences. • Creating confrontation. • “I dare you.” • Creates negative emotions. • Present commands as questions. • “Would you like to?”

  29. There is no magic! • Hard work • Involvement of school personnel, family and child • Consistency • Commitment • Sense of humor

  30. Thanks for your time! • If you want to contact me: Try this way: • Beth@scarabhealth.com or 615-319-2473

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