Special Education Behavior Meeting 9/23/14 Stephen Rutt Jami Arnold - - PDF document

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Special Education Behavior Meeting

9/23/14 Stephen Rutt Jami Arnold Marsha Knepp

John

• 8th grade – attended the middle school since 6th grade–

loves to socialize, appears to be considered popular by peers.

– Walks around the classroom: Happened an average of 0.5 times a class for multiple weeks (range is 0‐5 times per class) – Touches others: Happened 5 times during a 1 month period. – Argues with teachers: when asked about books, homework, pencils he will state that he doesn’t know where they are and when asked to find them he will yell at teachers and argue. – Leaves the room: Happened an average of 2 times per week during a 1 month period. (tends to happen more during math, science, LA, and social studies then during encore). – Steals items: he has stolen things from both staff and peers on 3 different occasions. He has stolen money, an iPhone and food.

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Behavior Priority Worksheet

Name Description Frequency Intensity Priority 1. < or = to one time monthly 2. several times a month, but not weekly 3. weekly 4. several times a week, but not daily 5. daily 6. hourly 1. annoying 2. draws negative attention 3. disrupts own learning, not other’s 4. disrupts other’s learning 5. bruises/leaves mark to self or

• thers

6. tissue damage to self or others Multiply Frequency by Intensity Score (Still use clinical judgment, this score should not serve as the ultimate decision, it is meant to guide the team to a decision)

Ex: Hides under furniture

Ex: Climbs and stays under open furniture (desk, table), typically sits in tucked position

Ex: 2 Ex: 3 Ex: 6 Walking around Walks around the room 5 4 20 Touches others While walking around he will touch peers 3 4 12 Arguing Argues with teachers. 4 4 16 Leaves the room After arguing with teachers he will leave the room without permission 3 3 9 Steals Steals items from both peers and teachers 1 2 2

Behavior definition

• The student will walk around class, call out

during instruction, will make comments or argue with teachers and will touch others during class.

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What has Mrs. Andrews done?

• Proactive:

– redirection – Keeps extra copies of books in the room and pencils. – goals (you can do this when this is done).

• Reactive:

– attempted communication with guardians – Removes from class – Grades based on work – Yellow card system – Verbal prompts

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A funny thing about our FBA process…

• It recommends doing pages 1‐4 first, then take

the data.

• General behavior practices recommend to

take the data first, then analyze it.

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Data

• What data system would you choose?

Data slides and ideas

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Scatterplot

• provides a visual depiction of occurrences of the

behavior of concern across the student’s daily activities.

• Used to detect patterns (if any) of the occurrence of

the behavior of concern.

• Can be done by activity and/or time.
• Does not give us all information about antecedents

and consequences, but provides a good starting point.

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FBA Step 2: Scatterplot

Tally of discreet episodes of refusals accompanied by inappropriate verbalizations

M T W Th F M T W Th F

English // / / / / // // / / Math / // / / // / // // / Study Hall / Geography / / Lunch LS Room / Health/PE

(H) / (PE) / (H) / (H) / (H)/

Science /// // / // / / // / / 6 3 5 5 7 3 5 6 2 6

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Anecdotal reporting (ABC)

• provides a written description (narrative report) of a

student’s behavior in a particular setting or time period.

• Used to clearly identify antecedents, consequences,

and specific behaviors so that they can be measured;

– often used as a first step in recognizing specific behaviors and their related environmental events.

• 1. Open ABC chart
• 2. Pre‐printed behavior card

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ABC Data Collection Format

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Behavior Cards

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Event Recording

• directly and accurately reflects the number of times

a behavior occurs.

• Suitable for behaviors that have an obvious

beginning and end.

• Recording tools include: tally marks, checkmarks,

abacus, hand‐held frequency counters, stitch counters, smile faces, tokens, etc. (Ex. word recognition, coin counting, verbal yes/no responses, drinking from a cup.)

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Event recording examples

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Interval Recording

• used to record the occurrence of a behavior

within a specified time period. Results in an estimate of the actual number of times a behavior occurs.

• 1. Partial‐Interval
• 2. Whole Interval
• 3. Time sample

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• 1. Partial interval recording

– The observer records whether the behavior

• ccurred at any time during the interval. Used to

record high‐frequency behaviors (ex. drooling,

• ut‐of‐seat, cursing, hitting).

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• 2. Whole interval Recording
• The observer records the presence of a behavior only if the

behavior occurs across the entire interval. Used to record continuous behavior when there is not enough time to record duration data (ex. crying or attending to task).

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• 3. Time Sample Recording
• Records whether the behavior is occurring or not occurring at

the moment when student is observed.

• Timer is often used to alert staff when it is time to observe
• Good for behaviors that happen often and when time is limited

for observation (e.g. thumb sucking, attending to task, etc.)

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Duration Recording

• Used to measure the length of time a student engages in

a particular behavior.

• Suitable for behaviors that have a clear beginning and ned
• Timer is used to measure the duration
• (ex. Talking, screaming, interacting with peers, length of

restroom breaks)

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Latency Recording

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For John: Time Sample Recording

• Records whether the behavior is occurring or not occurring at

the moment when student is observed.

• Timer is often used to alert staff when it is time to observe
• Good for behaviors that happen often and when time is limited

for observation (e.g. thumb sucking, attending to task, etc.)

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Is it as bad as Mrs. Andrews thinks?

• Data

– Chose 2‐3 work sessions throughout the day (over 3 days = 8 data points – Set the timer to repeat every 60 seconds – When timer buzzed, had a sheet to write in the column whether Johnwas on or off task. – Over all of the observations, John was on task for 50%. Mrs. Andrews did the same sort of

• bservations on peers. They were on task for

90%. A difference of 40% ‐ pretty significant.

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Event recording examples

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Is it really that bad?

• Just to be sure…
• Mrs. Andrews looked at John’s performance with

group directions.

• Over 3 group sessions, Mrs. Andrews tallied each

time she needed to specifically repeat a group direction for John.

• She needed to repeat 60% of her directions!

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ABC Data Collection Format

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After your data collection… FBA pages 1‐4

FBA pages 1‐4

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What will Mrs. Andrews do now?

• Build a more intense intervention for John.
• First question: Why does John continue to

have these behaviors? There must be a reason…

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Setting Event Behavior [Desired] Antecedent Behavior

Replacement [Alternative / Positive]

Consequence

Competing Behavior Model

Behavior

[Problem]

Consequence

Permission to reproduce this document is granted. Rob Horner, OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports

Classroom environment A task is assigned for independent work Follow directions Complete work independently Walks around the room and talks/touches peers Teacher praise & attention as well as good grades Gets attention and escape

Function

Structured Attention and access to escape

(Crone & Horner, 2003; O’Neill et al., 1997)

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FBA pages 6‐7

IEP/FBA Antecedent A task is assigned for independent work Behavior (Problem) Stands up and walks around the room talking to peers and touching them. Maintaining Consequences Gets attention Perceived Function Attention

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What did Mrs. Andrews do?

• Because her verbal attention was actually reinforcing John

for being off task, she needed to change that verbal attention to reinforce on‐task behavior, and remove the reinforcement for off task behavior.

• She had all of John’s materials in the classroom for him to

grab off of the counter prior to class.

• Set a vibrating timer to remind herself to check on John

every 30‐45 seconds.

• If he asks for a break anytime he gains access to the break
• She also has a self‐monitoring checklist for him to use after

the class to gain access to additional reinforcement. (this class occurs prior to the last MOD which is AA so he can gain access to some free time on the computer or with an electronic device)

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Self‐monitoring check list

Date: ________________ Did I remain in class and complete the work that was given to me? Did I keep my hands to myself? Did I respond to my teachers in socially acceptable ways? Class Student Teacher Student Teacher Student Teacher Homeroom Y / N Y / N Y / N Y / N Y / N Y / N Academic Workshop Y / N Y / N Y / N Y / N Y / N Y / N Health/PE or Music Y / N Y / N Y / N Y / N Y / N Y / N Social Studies Y / N Y / N Y / N Y / N Y / N Y / N Language Arts Y / N Y / N Y / N Y / N Y / N Y / N Academic Advisory Y / N Y / N Y / N Y / N Y / N Y / N Science Y / N Y / N Y / N Y / N Y / N Y / N Math Y / N Y / N Y / N Y / N Y / N Y / N Points (add all Yes’)

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How to use the Check List

• The student will circle either yes or no first

and then hand it to the teacher to fill out.

– If both circle yes = 2 points – If both circle no = 1 point (we are looking for agreements) – If students circles yes and teacher circles no = 0 points – If students circles no and teacher circles yes = 1 point (teacher said it was good)

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Setting Event Behavior [Desired] Antecedent Behavior

Replacement [Alternative / Positive]

Consequence

Competing Behavior Model

Behavior

[Problem]

Consequence

Permission to reproduce this document is granted. Rob Horner, OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports

Classroom environment A task is assigned for independent work Follow directions Complete work independently Walks around the room and talks/touches peers Use the self- monitoring check list and ask for breaks Teacher praise & attention Gets attention and escape

Function

Structured Attention and access to escape

(Crone & Horner, 2003; O’Neill et al., 1997)

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PBSP Antecedent Strategies Replacement Behavior Reinforcing Consequences Reactive Consequences