Session 12 Agenda Doug presents on behavior planning Individuals work on their plan Pairs share with one another BREAK Reports –Problems or Barriers with Behavior Planning Final Farewells

Building Behavior Plans for Students Doug Cheney University of Washington Seattle, WA

Deciphering Difficult Behavior: The Behavior Pathway It is as easy as “ABC” “Problem” Behavior Antecedent Consequence & Function

Possible Functions To Get/Gain To Avoid/Escape Sensory Stimulation (O’Neill et al., 1996) Power/Control Escape/Avoidance Assertion/Differentiation Acceptance/affiliation Self-expression Gratification Justice/revenge (Neel & Cessna, 1992)

Summary Statement Antecedent + Behavior + Consequence “When A occurs B begins, which results in C.” Once a summary statement has been determined the team must take steps to determine whether it is accurate or not

Summary Statements Present a Story or Narrative Antecedent + Problem Behavior + Maintaining Consequence “When given an academic demand that is difficult or confusing to Cassandra, she becomes off task and then disruptive which results in gaining attention while avoiding the task.”

PBS Strategies are determined for each link in the Behavior Pathway These strategies are defined, data collection measures are determined, and responsibilities clarified, becoming the PBS Plan.

Setting Event Desired The Complete Behavior Pathway Problem Acceptable Behaviors AntecedentConsequence Maintaining

Setting Event IEP,Low Academic Skills, Perceived Task Difficulty Antecedent Academic Demand, Directions Consequence Peer/Adult Attention, Control Work Avoidance Desired Increase On Task Behavior Consequence + Reinforcement and attention Cassandra’s Behavior Pathway Summary Problem Disruption, Off Task Acceptable Be in seat with less disruption BehaviorsMaintaining 1/10/02

Key Strategies in FBA (Stage & Quiroz, 1998) Antecedent Strategies –Cueing & Prompting –Self-monitoring –Instructional Modifications Behavior Teaching –Social Skills Instruction Consequent Strategies –Differential Attention –Individual or Group Contingencies

Antecedent Strategies Strategies that PRECEDE a behavior and serve to decrease or divert it. Stimulus Cues- –Giving the student clear cues, signals, or reminders –Presenting an outline of expectations before the behavior will be required, –Set the student up for success (i.e. The teacher says, “Remember students who are in their seats quietly will be asked to line up for recess.”).

Antecedent Strategies Instructional Modifications- –Changing instructional presentation or work requirements of a student to make it easier for the student to successfully complete a task or an assignment. –Examples: (requiring only 1/2 the number of math problems, tape recording story ideas etc.).

Antecedent Strategies Self- Management –Actively involving the student in identifying, monitoring, and reinforcing their use of positive skills –Example: a student circles a smiley face each time he completes an assignment throughout the day. The smiley faces are then counted and goals set for reinforcement/acknowledgement.

Behavior Teaching Strategies Give the student a clear understanding of what behaviors are expected and appropriate for success. These behaviors are designed to replace the problem behavior and meet student needs. Define It, Teach It, Model It, Practice It, and Reinforce It- regularly for Success!

Behavior Teaching Strategies Social Skills Instruction –Providing the student with direct training on necessary prosocial skills which address particular problem areas for the student –Examples (classroom or non-classroom expectations, peer to peer skills, anger management, I statements, etc.).

Behavior Teaching Strategies Note: Remember, before you can expect a student to demonstrate a behavior you must: Define It, Teach It, Model It, Practice It, and Reinforce It- regularly!

Consequent Strategies Strategies that occur AFTER a behavior and increase or maintain it. Differential Reinforcement (Attention) - –Providing attention and praise for appropriate behaviors while not responding to problem ones –Example: The teacher sits by a student when she sees the student working at the assignment rather than when the student is not working.

Consequent Strategies Group Contingencies- –Used when a student CAN perform a skill but chooses not to and the student is motivated by peer attention. –Creating a plan in which a group earns a specific reinforcer when a student or the group reaches criteria –Example: Earning a pizza party after students have turned in all assignments for 2 weeks

Your Turn Individually attempt to complete the Behavior Support Plan Form. Share in a Pair, and discuss each other’s student with a partner. Identify problems/barriers for completing the final assignment