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It’s All About Behavior Amy M. Peters M.Ed., CCC-SLP, BCBA

It’s All About Behavior Amy M. Peters M.Ed., CCC-SLP, BCBA. Good teaching is good teaching and there are NO boundaries on when, where, or for what or whom it will occur Teaching academics without attention to behavior IS NOT evidence based practice

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It’s All About Behavior Amy M. Peters M.Ed., CCC-SLP, BCBA

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  1. It’s All About BehaviorAmy M. Peters M.Ed., CCC-SLP, BCBA

  2. Good teaching is good teaching and there are NO boundaries on when, where, or for what or whom it will occur Teaching academics without attention to behavior IS NOT evidence based practice Teaching behavior without attention to academics is unsound practice In efforts to improve they cannot be separated Algozzine, 2008

  3. All Behavior is Learned • Behavior can be changed • Consistency is essential • Choose your battles; prioritize

  4. Best Practice • Prevent • Teach • Reinforce

  5. Function of Behavior • Attention • Escape • Sensory

  6. What’s the function? • The teacher gave Matt a direction and he ran out of the room. The teacher chased him to make sure he was safe.

  7. What’s the function? • Four students were walking from the lunchroom to class with a paraprofessional. One of the students just stopped in the hallway and refused to go any further. The paraprofessional walked back to the student and said, “Come on Becky, it’s time to go. Your teacher will be waiting for you. Walk with me.”

  8. Prevent • Redesigning teaching and learning environments to inhibit the development of problem behavior patterns • Selecting acceptable alternative behaviors that work equally well or better than problem behaviors • Removing antecedent stimuli that trigger and consequence stimuli that maintain occurrences of problem behavior • Adding antecedent stimuli that trigger and consequence stimuli that increase occurrences of appropriate behavior

  9. Teach • Define and describe the behavior that you want to see • Give a range of positive and negative examples of the behavior • Model the desired behavior • Arrange opportunities for practice with feedback provided • Reinforce approximations of the desired behavior

  10. Reinforce • All behavior is reinforced • Pair praise statement with other types of reinforcement • Start with a dense schedule of reinforcement • Reinforcement for new behavior has to be equal to or better than reinforcement received for old behavior

  11. Talk outs in class • Scenario: Caleb is a student that is often off task in class. He is eager to please, but is easily distracted. During teacher instructional times, he interjects comments that are sometimes related to the content area and other times totally off topic. He frequently interrupts other students that need more processing time by shouting out his answer. The teacher usually responds by saying, “Caleb, it’s not your turn to talk.” Other times the teacher ignored him.

  12. Prevention Options • Allow Caleb more frequent turns to speak • Frequently remind class that they must raise their hand before making any comments • Reinforce Caleb every time you catch him sitting quietly • Before giving another child a turn, say to Caleb, “It’s Sally’s turn so you need to wait.”

  13. Teach Options • Teach and model specific expectations for group participation • Role play using examples and non-examples of waiting and interrupting • Specifically teach and practice the skill of waiting • Praise other student sitting quietly

  14. Reinforce • Use a token system • Use a self-monitoring system • Use verbal praise • Give him a turn to talk immediately following a peer when he did not interrupt

  15. Student Attention Span • Scenario: Megan is easily distracted. When the teacher is directing large group activities, Megan sometimes just gets up and walks away. It doesn’t happen every time, but sometimes it happens more than once during the same group activity. When the teacher prompts her to return to the group, she does so willingly.

  16. Prevention Options • Give her an object to manipulate during group times • Make group participation optional. Provide an alternative activity • Block her exist from the group • Give her another activity to leave and do at the 6 minute interval

  17. Teach Options • Reinforce participation by other students • Increase the amount of time that the student must stay with the group starting at ____ minutes. • Teach missing skill deficit • Teach a way to request a break

  18. Reinforce Options • Increase praise rate for in seat behavior • Token system: One token for each minute at group activity • Allow breaks when requested appropriately

  19. Refusal to begin assigned work • Scenario: When the teacher provides an independent work task to a group of students, Sean doesn’t start the activity. He plays with materials, stares off into space or puts his head down on the table until the teacher approaches Sean directly and provides assistance. The teacher usually prompts him by telling him to get started.

  20. Prevention Options • What can the teacher do?

  21. Teach Options • What can the teacher do?

  22. Reinforce Options • What can the teacher do?

  23. References • Dunlap,G., et. al., (2010). Prevent Teach Reinforce: The School-Based Model of Individualized Positive Behavior Support

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