Prairie Lakes AEA

1. Prairie Lakes AEA Challenging Behavior Workshop I January 16, 2012 Allie Betsch and Jamie Rouse Facilitators Julie Nadrchal, Glenda Harms, Carol Warmbier, Aaron Patrick, Penny Nordstrom Presenters

2. Session One Objectives Participants will be able to operationally define behavior, understand the ABCs of Behavior, and gain an understanding of a variety of setting events and the importance of relationships.

3. Philosophy Kids Do Well if They Can Ross Greene Read and discuss with table behind

4. A Functional Look At Behavior

5. Interfering Behavior “maladaptive” “inappropriate” “dysfunctional” “disruptive” “challenging” “problematic”

6. By Lunch you will be able to: • Identify the functions of behavior • Develop an operational definition of a behavior • Determine the antecedents & maintaining consequences • Generate a hypothesis of the function

7. Philosophy All people have needs; every behavior has a function.

8. Philosophy When a child engages in problem behavior we need to ask ourselves……

9. Philosophy What is the child trying to tell us?

10. Philosophy All behavior is a form of communication and has a function.

11. What does it tell us? • All behavior is telling us something • Behavior is used by children to communicate when: • Poor language/communication skills • Learned behavior/social models • Most effective

12. Messages Being Communicated • Request an object, activity, person • Escape demands • Escape activity • Escape a person • Request help • Request social interaction • Comment • Request information • Request sensory stimulation • Escape sensory stimulation

14. Behavior Serves 2 Main Functions • To Get or Obtain something • Social/attention • Tangible • Activity • To Escape or Avoid • Social/attention • Tangible • Demand • Activity • Person

15. Also: • Sensory input • Pain attenuation • What about ‘control’ as a function?

16. Functions of Behavior

17. Avoiding the Snowball Effect(or tidal wave for folks from warmer climates)

18. Old Way – New way • Old Way • General interventions for all behavior challenges • Intervention is reactive • Focus on behavior reduction • Quick fix • New Way • Intervention matched to purpose of the behavior • Intervention is proactive • Focus on teaching new skills • Long-term interventions

19. Function of Behavior • 3 Methods • Indirect • Direct • Functional Analysis

20. We are not all red people • Continuum of Assessment

21. Behavior Equation (Where & When) (What) (Why)

22. Operational Definition • Observable • Measurable • Check it: Is it understandable to all members of the team? Step 1

23. Observable & Measurable

24. A Few Tips…. 1. Ask yourself, “What does the behavior look like?” Talking out: Any verbalization made by the student that was not initiated by the teacher and/or distracts others from the assigned tasks in the classroom.

25. A Few Tips…. 2. Provide Examples and Non-examples of the problem behavior Examples of Talking Out: • Talking when the teacher is giving directions • Talking to peers during independent work time Non-examples of Talking Out: • Yelling to another student during recess • Talking with a peer during group work

26. Give it a Try! • Jeff is always disruptive in class. • Hailey is constantly off-task during math. • Chris is defiant. • Brandon is angry and hostile. • Alexis uses inappropriate language.

27. Step 2 • A stimulus that occurs just prior to the behavior • They ‘trigger’ the behavior

28. Antecedent Examples • Assignments too difficult/easy • Teased or bullied • Told “no” or “can’t do” • Fine motor challenges • Change in schedule/routine May be consistent: • When anyone asks him to sit down May be unique to one situation: • When Mr. Jones asks him to sit down

29. Step 3 • Consequence • Increase the likelihood that the behavior will occur again (reinforce) • Can decrease the likelihood that behavior will occur (punisher) • Can neither increase or decrease the likelihood of a behavior occurring again (neutral)

30. Functions Review

31. Step 4 Develop A Hypothesis • Your best guess, based on your functional assessment information, as to what the student is gaining or avoiding and what is motivating him/her to do it. • Note: One behavior may serve one or more functions. More than one behavior may serve the same function

32. Hypothesis Formula • When this occurs…The student does… in order to… Consequence … and as a result ____________ __________ Antecedent When _______ Behavior: The student does __________

33. What is the Function of/ Pay-off for Bobby’s Behavior? When asked to work with a partner in science, Bobby tears up his assignment and stomps his feet. The teacher then has Bobby sit down at his desk to complete the same assignment, while the rest of the class works together with their partners. Asked to work with a partner Tears assignment & stomps feet Sent to his desk to complete the assignment Therefore, the function of the behavior is to: avoid Hypothesis Statement: When asked to work with a peer, Bobby tears the assignment and stomps his feet, in order to avoid working with a partner.

34. What is the Function of/Pay-off for Jane’s Behavior? Jane, a fifth grade student, was referred for disruptive behavior to the student support team by her teacher, Mrs. O’Neil. After interviewing Mrs. O’Neil and conducting several observations of Jane in the classroom, the team determined that during transitions (from lunch, recess, dismissal) in the hallway when staff are present, she shouts profanities. Then, adults spend time talking with her about her behavior. Adults talk to her Therefore, the function of the behavior is to: get/avoid Antecedent/Trigger: When .. Staff are present Shouts profanities Hypothesis Statement: When staff are present, Jane shouts profanities, in order to obtain adult attention.

35. Consider Setting Events We ask: Are there any events that happen outside of the routine that “SET UP” the behavior (make it more likely to occur)? • Infrequent events that temporarily impact the antecedent to increase or decrease the value of the behavioral outcome. • Either increase or decrease the likelihood that a behavior will occur

36. Antecedents vs. Setting Events • Antecedents - occur immediately before and act as “triggers”for problem behavior • Setting Events – indirectly “set-up” the problem behavior bytemporarilyaltering the value of maintaining consequences.

37. Setting Event Examples • Lack of sleep or food • Having a fight on the way to school • Bad grade on a test / reprimands • Forgetting to take medication • Substitute teacher / changes in routine

38. How?? • Indirect Tools • Motivational Assessment System • Interviews • Review of records • Direct Tools • ABC forms

39. Practice • Read the following scenario • Choose one tool • Define the behavior (observable & measurable) • Identify setting events & antecedents • Determine consequences • Generate a hypothesis

40. Scenario Mary-Jo did not have a good night at home. She got into a huge argument with her sister over who’s turn it was to do the dishes. When her mother came home, Mary-Jo’s sister blamed her for the mess in the kitchen. Mary-Jo was so upset she did not sleep well that night. Her mother woke her up early in the morning so she could drop her off at school before going to work. Mary-Jo was tired and told her mother she was sick, but her mother said she must go to school. While Mary was waiting in the line at her classroom door, a classmate pushed in-front of her. Mary-Jo shoved the classmate and yelled, “watch out!” and the classmate yelled back. A teacher came out of a classroom and told them that yelling is not ok. When the teacher turned to leave, Mary-Jo and the other girl began pushing each other. The teacher sent the girls to the office upon which Mary-Jo was suspended and sent home.

41. Practice • What tool did you use? • Operational definition? • Antecedents? • Consequences? • Setting events? • Hypothesis?

42. Diverse students come in to schools with abilities to be successful in diverse realities. Schools aim to arm students with skills and knowledge to be successful in middle class reality. -Ruby Payne

43. Break-Out Sessions/Lunch • 11-12:15 • Group A-Lunch • Group B-Pick one Breakout Session • 12:30-1:45 • Group A-Pick one Breakout Session • Group B-Lunch

44. Developing a Student Profile

45. Broadening our Focus Narrow view of student Looking at the bigger picture

46. Cumulative File Review • Family Background • Who does the child live with? • History of Relocating? • Development History • Information on birth, infancy, or toddlerhood? • Educational History • When did child begin schooling? Did they attend daycare? • How many schools has child attended? • IEP or Behavioral Concerns (bus reports) noted? Academic Abilities? • Medical Reports • Medical history or involvement with psychological testing? • Other Pertinent Information

47. Parent Meeting • In-person Parent-Teacher Meeting • Strengths of Child • Areas of Concern • Parent Feedback

48. Relationships

49. Ticket Out • 3- things you learned today • 2- things you will take back with you and use • 1- Question still circling in your mind