Download Handout - ADE Special Education

Handout B1-B2
PROBLEM ANALYSIS FOR BEHAVIOR PROBLEMS
Deciding what Behavior to Target and How to Intervene
Step 1: Identify the Behavior Problem Specifically and Put into a Functional Context
A
Î
What happened Before
B
Î
Define/Describe the Behavior
C
What happened After
Step 2: Identify the Desired “Replacement” Behavior
What do you want the student to do instead of the inappropriate or absent
behavior? Describe the behavior avoiding the words “not” or “don’t” or “stop”
Example: Instead of saying “I want the student to stop hitting other students,”
say “I want the student to use his/her words to express anger, walk away, get
help from an adult.
Step 3: Decide: Is this a Skill Deficit (i.e., the student does not know how to do the skill)
or a Performance Deficit (i.e., the student is choosing, for some other reason, not
to do the skill)?
Step 4: Develop hypotheses as to why the behavior might be a skills deficit.
3Student has been given no opportunity to learn or master the skill.
3Student was not completely or appropriately trained.
3Student did not respond to or was not motivated by training.
3The training did not last long enough, did not provide enough opportunity for
practice, or was not transferred into “real-life” situations or settings.
AND/OR
Develop hypotheses as to why there might be a performance deficit
3 The student’s inappropriate behavior is being consciously or inadvertently
reinforced at a higher level than expected desired behavior.
3 Peers are attending to or reinforcing inappropriate behavior, or they are
ignoring or negatively reinforcing expected or desired behavior.
3 Student fears (real or imagined) peer rejection or intimidation.
3 The student is receiving inconsistent messages or incentives and
consequences relative to expected or desired behavior.
3 Student does not realize the expected or desired behavior is needed in a
specific situation or setting.
Handout B1-B2 (continued)
Step 5: Develop other hypotheses as to why the behavior might be occurring:
Student hypotheses
Teacher/Instructional hypotheses
Curricular hypotheses
Classroom/Peer hypotheses
Building hypotheses
Home/Community hypotheses
Step 6: Confirm hypotheses and link to specific interventions that will resolve the
situation.
Step 7: Develop a Behavior Support Plan.
Plan should include:
Antecedent strategies: altering the environment to prevent problem
behavior.
Teaching strategies: Teaching alternative behavior to getting the same
need met (function) or teaching skills for dealing
with the trigger
Consequences:
Positive for increasing behavior
Negative to decrease inappropriate behaviors
Crisis Plan
If needed
Step 8: Implement, keep data and Evaluate
(Knoff 2001)
Handout B3
ABC Activity:
These activities are to be done with a partner.
Allow 5 minutes per situation for the team to discuss and complete.
Activity Situation 1:
Trisha wants teacher attention. Whenever the teacher gives Trisha an assignment to do, she
immediately puts her head down on her desk. Seeing this, the teacher walks over to Trisha, leans
down and with great care, talks to Trisha about how she knows Trisha can do the assignment if
only she will try. The teacher normally spends at least 2 minutes per assignment getting Trisha
started.
What is the antecedent?
What is the behavior?
What is the consequence?
_________________________
_________________________
_________________________
Activity Situation 2:
Every day, during recess, Spencer (who has a severe speech and language disability) runs over to
the swings, which is his favorite piece of equipment. If he gets to the playground late and
someone else is on the swing, he will grab the swing and pull him or her off. Usually the student
pulled off the swing will go and tell the duty teacher who will eventually come get Spencer off
the swing and make him stand on the wall. Spencer’s parents are tired of him standing against
the wall during recess and want the practice stopped. The school’s position is that they can’t let
him hurt the other kids.
What is the antecedent? __________________________
What is the behavior?
__________________________
What is the consequence? __________________________
Activity Situation 3
Adam is an 11th grader, and whenever the teacher gives him an assignment, which is unfamiliar
to him, he argues about why he has to learn the material or why he has to do it. The arguments
usually last a few minutes and end with the teacher becoming upset and sending him to the
resource room.
When he gets to the resource room, the resource room teacher sits down with him and explains
what he needs to do to complete the assignment. Adam starts to work without any further
comment.
What is the antecedent: ____________________________
What is the behavior: ____________________________
What is the consequence: __________________________
Handout B4
Answers for ABC’s Activities
Activity Situation #1
What is the antecedent: Teacher presents a task
What is the behavior: Trisha puts her head down
What is the consequence: teacher attention.
Activity Situation #2
What is the antecedent: Recess, swing
What is the behavior: Pulls or pushed another student off the swing.
What is the consequence: Gets to swing on swing.
Activity Situation #3
What is the antecedent: unfamiliar work
What is the behavior: arguing
What is the consequence: being sent to resource room/getting assistance
Handout B5
Schedules of Reinforcement
Instructions: Identify the reinforcement schedule illustrated in the following examples by
placing the appropriate abbreviation in the blank next to the item. Use the following code:
Fixed Ratio (FR)
Variable Ratio (VR)
Fixed Interval (FI)
Variable Interval (VI)
_____ 1. Getting a paycheck every month.
_____ 2. Pop quizzes
_____ 3. Slot machines at gambling casinos
_____ 4. A factory worker who is paid for piece work
_____ 5. Fly fishing: casting and reeling back several times before catching a fish
_____ 6. Collecting bottles, cans, or other recyclables for cash
_____ 7. Buying lottery tickets
_____ 8. Watching for shooting stars
_____ 9. Playing Bingo
_____ 10. A student receives $1 for every 100 envelopes stuffed and sealed
Handout B6
Observable and Measurable Behavior
Activity
Check if the behavior described is both observable and measurable.
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
1. Will is not in his assigned seat.
2. Jim doesn’t understand a concept presented by the
teacher.
3. Laura dislikes the other students in her group.
4. Deb correctly completed ten math problems.
5. Liz taps her pencil on the desk.
6. David checked out five books from the library.
7. Sue asks the teacher to repeat instructions.
8. Vicki sucks her thumb during nap time.
9. Barbara speaks without permission.
10. Toni raises her hand to ask for help.
11. Donna enjoys reading.
12. Josie cries when she is in the cafeteria.
13. Jon is lazy.
14. Janet doesn’t like to work with the other students in her classroom.
15. Ken is angry.
Handout B7
Frequency Data – Activity
Part I
Billy, a student in the preschool classroom in which you work, frequently leaves
his assigned “spot” during circle time. The teacher has asked you to observe him
for five days during circle time and count the number of times he leaves his spot.
You collected the following data during the five days.
Day 1:
Day 2:
Day 3:
Day 4:
Day 5:
left spot 7 times
left spot 9 times
left spot 4 times
left spot 6 times
left spot 3 times
Using the above data, complete the Frequency Record form.
Frequency Record Form
Student:
Billy
Behavior: Leaving assigned spot during circle time
Day
Time
Tally
Total
Start /Stop
Handout B8
Duration Activity – Joseph
Part I
Joseph, a student in the classroom in which you work, frequently taps his pencil for extended periods of time. This
behavior is distracting to everyone in the classroom, and the teacher has asked you to take data to determine how
long the pencil tapping episodes are lasting. You observe Joseph for five days and obtain the following data.
Day 1:
Day 2:
Day 3:
Day 4:
Day 5:
Started 2:05
Ended
2:20
Total Time _________
Started 1:30
Ended
1:40
Total Time _________
Started 2:05
Ended
2:15
Total Time _________
Started 2:45
Ended
2:50
Total Time _________
Started 12:30
Ended
12:35
Total Time _________
Instructions:
1. Compute the length of time, in minutes, of each episode.
2. Record the information on the Duration Data form.
Handout B9
DURATION DATA SHEET
Joseph – Part I
Student:
Behavior:
Day 1
Day 2
Day 3
Start Time ____________________
Start Time
_____________________
Start
Time______________________
End Time_______________________
Total Time _____________________
(# of minutes)
End Time _______________________
Total Time ______________________
(# of minutes)
End Time______________________
Total Time ____________________
(# of minutes)
Day 4
Day 5
Start Time ____________________
Start Time
_____________________
End Time ______________________
Total Time _____________________
(# of minutes)
End Time _______________________
Total Time ______________________
(# of minutes)
Handout B10
Interval Recording Activity
Jonathan
Jonathan frequently hums during independent work times. His humming is a distraction to other students trying to
complete their work. The teacher has asked you to observe Jonathan at one-minute intervals during a fifteen minute
independent work time using an interval recording method.
Using the data below, chart Jonathan’s humming behavior on the Interval Record Form. You
observed him on November 5 from 9:45 to 10:00 a.m.
Interval #
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Hummed – yes/no
yes
yes
yes
no
no
yes (2 times)
yes
no
no
no
yes
yes
yes
no
no
Handout B11
Sample of Interval Record Form
Student______________________________________ ___________
Behavior__________________________________________________
X = behavior occurred
O = behavior did not occur
Record at 1 minute intervals
Starting Time___________
Date
1
2
3
4
Ending Time____________
5
6
7
8
9 10
11
12
13
14
15
Handout B12
Activity – Anecdotal Recording
Directions: After reading the incident below, take out the information you don’t
think needs to be included and then record the needed information on the
“Anecdotal Recording Form.”
Tommy & Brad
(1) During morning (9:45) recess Tommy and Brad were outside playing on the
slide. (2) Brad was behind Tommy going up the steps on the slide. (3) He didn’t
think Tommy was going fast enough. (4) Brad told Tommy to go faster and
pushed the back of Tommy’s legs. (5) Tommy turned around and told Brad to stop
it or else. (6) Brad told Tommy to shut up, and Tommy said, “Make me!” (7)
Brad grabbed one of Tommy’s feet, and then Tommy stepped on Brad’s head with
his other foot. (8) Brad was real mad at this point. (9) He pulled Tommy’s foot,
and they both fell off the slide. (10) When they fell, Tommy landed on Brad. (11)
Brad had some scratches on his back. (12) Tommy was just scared because he fell.
(13) Brad can’t control his temper and is always starting fights with the other
children, but he runs away before the other child can do anything to him. (14)
Sometimes I think if we let one of them catch him it might put a stop to this
nonsense. (15) I know his whole family, and they’re all just like this – they fight
all the time. (16) If you ask me, I think they just like to fight, and I think it’s time
we put a stop to it!
Handout B13
Anecdotal Recording Activity – Tommy and Brad
Happy Days Elementary School
Anecdotal Recording Form
Observer________________________________Observation Date_________
Observation Time ________
Student(s) Name_________________________________________________
Location/Setting_________________________________________________
Description
of
the
incident_________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Notes/Recommendations/Actions___________________________________________
________________________________________________________
______________________________________________________________
____________________________________
Signature
Handout B14
Frequency Data Activity - Chart
Billy – Part II
Chart your data from Part I of the activity in the space below. Don’t forget to label the
vertical axis and the horizontal axis.
________________________________________________
Handout B15
Duration Activity – Joseph
Part II
Using the information from the Duration Data activity, Part I, chart the data you recorded
using the “graph” provided below. Remember to label your vertical axis and horizontal axis.
The vertical axis should indicate the duration times of Joseph’s pencil tapping, and the
horizontal axis should indicate the day it occurred.
__________________________________________
Glossary of Terms for Behavior Module
ABCs of Behavior: The process of identifying what is causing or
maintaining behavior is called the ABCs of Behavior.
Active listening: Reflecting and responding – actively showing that
you are listening and hearing what the other person is saying, and
often, feeling.
Anecdotal Records: Written notes describing/ documenting events/
incidents that occur and usually become part of a student’s file.
Examples of incidents recorded: Unexpected or infrequently
occurring events; conversations with parents.
Antecedents: This usually refers to events that occur just before the
behavior occurs.
Antecedent Control Strategies: The Best Emergency
Management is NOT to have an emergency in the first place. What
can we do? Remove seductive objects. Plan, schedule, anticipate
and change events and routines in order to have things go smoothly.
Behavior Management Plans:
• Written document
• Describes the behavior to be changed
• Describes strategies or interventions regarding the target
behavior
• Includes a recording system
• Developed by teacher or school team.
• Sometimes includes paraprofessional’s input
• Assists the teacher and para to proactively and effectively deal
with behavior.
• Communicates behavioral expectations and consequences for
achieving the goal.
• Helps paras and teachers remain consistent.
Behavioral Chain - Think about it as a number of response chains, a
chain of responses. Think of the “task analysis”. Behaviors have
little spaces between them. One behavior serves as a cue for the
next. What I do right now reinforces the previous. Can you do
something to INTERRUPT the chain of events? Lots of ways to
intrude on that chain.
Classical Conditioning: Learning based on repeated association.
(The things that happen at the same time as something
important to you – become important also. These things then
become a signal.)
Conditioned Aversive Stimulus – A stimulus (could be you) gets
PAIRED WITH an unpleasant or aversive event (like punishment),
and that stimulus also becomes aversive (like the sight of the
punisher).
Confidentiality - What you hear and read goes no further.
Consequences: What immediately follows the behavior.
Discipline: Comes from the word “disciple” – which means to teach
and to guide. “Discipline” is not synonymous with punishment.
DRA – Differential Reinforcement of Alternative Behavior. The
idea here is to reinforce alternative behaviors, which will increase,
and the original, undesirable, behavior will decrease.
DRI – Differential Reinforcement of Incompatible Behavior. The
child is reinforced for an appropriate behavior that is incompatible
with a behavior you are trying to decrease. As one increases, the
other HAS to decrease. Example: You reinforce “in-seat” behavior,
and “in-seat” behavior increases. Therefore, “out-of-seat” behavior
HAS to decrease.
DRL – Differential Reinforcement of Low Rates of Behavior. The
child is reinforced for bringing the problem behavior down to a very
low, tolerable, rate of occurrence.
DRO – Differential Reinforcement of the Omission of Behavior.
The child is reinforced for OMITTING an offensive behavior.
(Example: He gets x number of points for NOT hitting anyone all
day.)
Duration Recording: A record of the length of time from the
beginning to the end of a behavior, i.e., how long the behavior lasts.
This method is used for behaviors occurring less frequently and for a
longer time. Examples of behaviors to record using this method:
crying episodes, tapping the desk with a pencil, screaming
Elicited aggression – Reflexive aggression, evoked – by us or
circumstances.
Environmental Variables: Variables present in the environment that
can
cause or contribute to the students’ inappropriate behaviors.
Examples:
temperature, adults, room arrangement, other students, etc.
Escalating Behavior: Behavior that is becoming more out of control.
• Questioning and arguing
• Noncompliance and defiance
• Verbal abuse
•
•
•
•
•
•
•
•
Disruption
Bothering others
Destruction of property
Whining and crying
Limit testing
Threats and intimidation
Avoidance/escape
Off-task behavior
Extinction: If reinforcement stops coming after the behavior, the
behavior will gradually weaken and disappear.
Frequency Recording: A record of the number of times a specific
behavior occurs within a specific time period. Frequency recording is
useful for behaviors with a clear beginning and ending and are of
relatively short duration. Examples: hitting, leaving seat, raising
hand.
Function of Behavior: What the student is getting or avoiding
when they engage in a specific behavior.
Interval Recording: A method that measures whether or not a
behavior occurs within a specific time interval. Examples of
behaviors recorded with this method: toy throwing, smiling,
socializing with other students.
Intra-child Variables: Variables within the student, which can
influence his
or her behavior. Example: Physical and emotional factors, past
traumas, etc.
Law of Effect: Behaviors which lead to satisfying consequences will
be strengthened and are likely to be repeated, whereas behaviors
that lead to unsatisfying consequences will be weakened and are less
likely to occur again.
Maturation: Some behaviors change just as part of the process of
development – not learning.
Modeling/Observational Learning: The third way students learn
behaviors is by watching others. They watch you – how you handle
your anger, etc. They watch other students – and what behaviors get
reinforced and punished. When you model a procedure in order to
teach them how to do it – they learn by watching you demonstrate.
Much learning happens this way.
Noncontingent fun: Fun that doesn’t have to be EARNED.
Non-directive listening: Listening and not trying to direct the
situation.
Operant Conditioning: Learning from the consequences of our
behavior.
Positive Reinforcement: Something (stimulus) is presented
following a behavior, and the behavior increases.
Primary Reinforcers - naturally reinforcing and do not have to be
acquired through learning: Food, water, warmth, air.
Proactive: The process of thinking ahead and planning – in order to
avoid problems – as opposed to “reactive”.
Proximity Control - Standing near a student who is experiencing
difficulty. Moving around the room helps most students stay on task
because of your “proximity” to them.
Punishment: A stimulus or event occurs following a behavior, and
the behavior decreases.
• Presentation of something unpleasant.
• Removal of positive reinforcement
ƒ Time Out (from reinforcement)
ƒ Response Cost (a fine – take away positive
reinforcement already earned.)
Redirection – an attempt to distract the student from one thing and
“redirect” to another – a method of behavior control.
• Redirect to competing activities
• Run an errand
• Ask entire class to name three favorite things and call on
student first.
• Ask entire class to stand up and take a deep breath.
• “Check this and see if it’s ok.”
• Ask student to collect the classwork.
• 2 children starting to escalate – “Excuse me, would you run this
here – and you – would you do this over here?”
• “Help me” instructions
• Run this paper to the office for me.
• Help me take out the trash.
• Collect the papers for me. Or – I dropped my papers and I
need your help.
Reinforcement: Any consequence that increases the probability of
a behavior occurring.
Schedules of Reinforcement:
• CONTINUOUS REINFORCEMENT - (Every response is
reinforced)
• INTERMITTENT REINFORCEMENT - (Not all responses are
reinforced)
ƒ Fixed Interval - The first response that occurs after
a predetermined period of time is reinforced.
ƒ Variable Interval - The 1st response made after a
variable amount of time is reinforced.
ƒ Fixed Ratio - Reinforcement occurs after a
specified # of responses.
ƒ Variable Ratio - Reinforcement occurs after a
varying # of responses have been made. Highest
rate of responding.
Secondary Reinforcers - learned reinforcers (by associating them
with primary reinforcers): money, grades, prizes, applause.
Shaping: The method of reinforcing successive approximations of
the target behavior. We “shape” behaviors gradually – such as
teaching an infant how to use silverware, or reinforcing a student for
putting more and more of his body in his seat.
Spontaneous Recovery: Recurrence of a behavior - after rest or
not being in that situation - following extinction.
Target Behavior – the behavior you are targeting in order to change.
“Thoughtful” aggression. “Come back and get you aggression” –
Columbine, etc.
Time Sampling: Behavior is recorded ONLY if it occurs at the end of
the specified time period.
PARAPROFESSIONAL TRAINING MODULE ON BEHAVIOR
Pretest
Post test
Name _______________________________________
Answer the following with T (True) or F (False).
____ 1. Positive feedback can improve student behavior.
____ 2. The process of identifying what is causing or maintaining behavior is called the
ABCs of Behavior.
____ 3. Paraprofessionals provide information to the teacher about behaviors they
observe during recess, lunch, etc.
____ 4. A behavior management plan assists teachers and paraprofessionals in dealing
with students’ behavior by making it easier to be consistent.
____ 5. Paraprofessionals can take part in implementing behavior plans.
____ 6. It is acceptable for a paraprofessional to decide how students should be
disciplined.
____ 7. Function of Behavior means “What is the student getting or avoiding when they
engage in a specific behavior?”
____ 8. For effective behavior management, it is important to tell students what is good
about their behavior.
____ 9. Standing near a student who is having difficulty staying on task is an effective
way of promoting
appropriate behavior.
____ 10. Demonstrating behaviors assists students in learning new expectations.
Directions: Circle the correct answer.
Pretest
Posttest
11. A good time to ignore behavior is:
a. if it is attention-seeking
of the above
b. if it is hurting another
don’t know
Circle
c. if it is disrupting class
e. all
d. if it interferes with learning
f. I
12. Variables that can contribute to inappropriate behaviors can include:
a. Supervising teacher expectations are too high/too low for student
b. Feedback to student is not frequent enough
c. Rates of reinforcement are too low for student’s needs
d. All of the above.
13. Rules and instructions should be:
a. Guidelines for behaviors
B
b. clearly communicated to students
know.
c. used to catch a student acting inappropriately
14. Praising students should:
a. specifically describe the behavior being praised
above
b. be done immediately when they are being appropriate
don’t know
c. be genuine
d. Both A and
e. I don’t
d. all of the
e. I
15. Observing and recording student behavior is important in special education
classrooms because:
a. it allows teachers to document changes in student behavior.
b. it provides the opportunity to see which teaching methods are working.
c. feedback on behavior can assist students in learning to manage their own
behavior.
d. all of the above.
16. When the observer measures and records the length of time that a behavior occurs,
they are using which technique?
A. duration b. percentage c. frequency d.
time sampling e. anecdotal record
17. Punishing a student may:
a. discourage unacceptable AND acceptable behaviors
b. damage the student’s relationship with the teacher and / or paraeducator
c. give attention to the wrong behavior
d. all of the above
e. I don’t know.
18. Students benefit from behavior management plans in the classroom by:
a. the positive environment it can provide
d. all of the
above.
b. having more time for learning.
e. I don’t
know.
c. learning that different situations require different behaviors
19. When the observer records how many times a specific behavior occurs during a
defined time period, this is called:
a. duration b. percentage c. frequency
d. time sampling
e. anecdotal record
PARAPROFESSIONAL TRAINING MODULE ON BEHAVIOR
Pretest
Post test
Name __ANSWER KEY
Answer the following with T (True) or F (False).
__T__ 1. Positive feedback can improve student behavior.
__T__ 2. The process of identifying what is causing or maintaining behavior is called the
ABCs of Behavior.
_T___ 3. Paraprofessionals provide information to the teacher about behaviors they
observe during recess, lunch, etc.
_T___ 4. A behavior management plan assists teachers and paraprofessionals in dealing
with students’ behavior by making it easier to be consistent.
__T__ 5. Paraprofessionals can take part in implementing behavior plans.
__F__ 6. It is acceptable for a paraprofessional to decide how students should be
disciplined.
__T__ 7. Function of Behavior means “What is the student getting or avoiding when
they engage in a specific behavior?”
__T__ 8. For effective behavior management, it is important to tell students what is good
about their behavior.
__T__ 9. Standing near a student who is having difficulty staying on task is an effective
way of promoting
appropriate behavior.
__T__ 10. Demonstrating behaviors assists students in learning new expectations.
Directions: Circle the correct answer.
Pretest
Posttest
11. A good time to ignore behavior is:
a. if it is attention-seeking
of the above
b. if it is hurting another
don’t know
Circle
c. if it is disrupting class
e. all
d. if it interferes with learning
f. I
12. Variables that can contribute to inappropriate behaviors can include:
a. Supervising teacher expectations are too high/too low for student
b. Feedback to student is not frequent enough
c. Rates of reinforcement are too low for student’s needs
e. All of the above.
13. Rules and instructions should be:
a. Guidelines for behaviors
B
b. clearly communicated to students
know.
d. used to catch a student acting inappropriately
14. Praising students should:
a. specifically describe the behavior being praised
above
b. be done immediately when they are being appropriate
don’t know
f. be genuine
d. Both A and
e. I don’t
d. all of the
e. I
15. Observing and recording student behavior is important in special education
classrooms because:
a. it allows teachers to document changes in student behavior.
b. it provides the opportunity to see which teaching methods are working.
c. feedback on behavior can assist students in learning to manage their own
behavior.
g. all of the above.
16. When the observer measures and records the length of time that a behavior occurs,
they are using which technique?
A. duration b. percentage c. frequency d.
time sampling e. anecdotal record
17. Punishing a student may:
a. discourage unacceptable AND acceptable behaviors
b. damage the student’s relationship with the teacher and / or paraeducator
c. give attention to the wrong behavior
d. all of the above
h. I don’t know.
18. Students benefit from behavior management plans in the classroom by:
a. the positive environment it can provide
d. all of the
above.
b. having more time for learning.
e. I don’t
know.
d. learning that different situations require different behaviors
19. When the observer records how many times a specific behavior occurs during a
defined time period, this is called:
a. duration b. percentage c. frequency
d. time sampling
e. anecdotal record