1. Behavior & Classroom Management
Week 10 – Function-Based Interventions; BSP Continued
J Geurts, M.S. Special Education
Portland State University
Adapted from slides by Chris Borgmeier

2. Teaching Behavior Interventions

3. Teaching Behavior Teaching Identify skill(s) to teach
Dual focus when teaching behavior
Alternate Behavior
Desired Behavior
ALWAYS START with the Alternative Behavior
-FIRST - Teach the alternate behavior you identified in Competing Behavior Pathway
-Teaching = Review & practice regularly
-THEN – teach the Desired Behavior
-this may be something to focus on immediately, or only after the student is fluent with the alternative behavior

4. Teaching Behavior
Don’t assume student already has Alternate Behavior in their skill set
Develop an observable definition of behavior
Identify examples & non-examples
Model/ Lead/ Test
Schedule Review & Practice of Skill/ Behavior Regularly
Just like the BEHAVIOR LESSON from assignment 1….but for an individual student.

5. What are the critical features of Teaching Interventions?
Teaching Behavior
What are the critical features of Teaching Interventions?
1. First teach the Alternate Behavior
Yes or No?
Why?
Does Alt. Beh.:
Serve same Function?
Is it Easier?
Socially acceptable?

6. Example: Teaching Behavior
A  B  C Teach Dexter to raise his hand & ask for a break, instead of engaging in negative behavior.
* By teaching Dexter an easier alternate behavior to get what he wants, we’re making the problem behavior Inefficient.
* Dexter will need frequent practice , precorrections, and prompts to help him get in the habit of using the alternate behavior

7. Activity 3
With a partner go through each of the Teaching Behavior options in Pre-Test #2  Yes or No & Why

8. Teaching Interventions: Desired Behavior
Achieving the Desired Behavior most often requires a sustained, focused teaching effort to build missing skills
Academic deficits (often related to Avoiding difficult tasks)
Example: student avoids reading because 3 grade levels behind in reading… requires intensive reading instruction to close gap
Social Skills deficits (often related to seeking attention)
Example: student seeks negative attention due to isolation from peers and adults resulting from aggressive behavior and limited social skills… requires sustained, targeted social skill instruction generalized to natural context
Communication deficit
Example: student screams and rocks vigorously back and forth due to limited communication skills which might result in getting a snack… requires teaching communication skills (PECS, sign language, etc.)
Organizational/school skills deficits
Example: student doesn’t complete homework due to limited scheduling and organization strategies which might result in (a) task avoidance due to limited background knowledge or (b) avoiding negative interactions with teacher because homework is frequently not done… requires teaching school skills

9. What do we need to teach student to achieve the desired behavior?
2. Next, teach content required to support student to achieve the Desired Behavior

10. Example: Teaching Behavior
A  B  C We also may want to provide additional instruction in multi-digit multiplication & division to help Dexter gain confidence in completing math problems independently
*By providing Dexter additional instruction in multi- digit multiplication & division, we can eventually make the problem behavior unnecessary.

11. 5 minutes
BREAK

12. Antecedent Interventions
Prevent & Prompt

13. Function Based Interventions
When generating interventions we use Function to develop ideas to change A, B & C
Targeted Routine
Maintaining Consequence & Function
Antecedent
Problem Behavior
FUNCTION
Function should guide selection of prevention strategies
Function should guide selection of alternative/ replacement behaviors

14. Antecedent Interventions
Preventing Problem Behavior
Prevention- Change the trigger that sets off the problem behavior
Examine the Antecedent & Function of the Problem Behavior
Change the antecedent so student will no longer need to use problem behavior (make the problem behavior Irrelevant)
The best choices for Antecedent changes:
Directly address the identified antecedent
must address the function the problem behavior is serving

15. Antecedent Interventions Directly address the identified antecedent
Antecedent = Asked to read aloud in class
Potential options that more directly address the antecedent
Do not ask student to read aloud in class
Give student passage in advance to practice pre-reading
Let student read 1 sentence directions they are familiar with, instead of entire paragraphs from the text
Non-examples (do not directly address antecedent)
Move student closer to the teacher
Attend a counseling group about anger management
Check-in with teacher before reading group
Now, why is Function important?

16. Antecedent interventions must address the function the problem behavior serves
Antecedent = Asked to read aloud in class +
Function = Avoid any public presentation (not about reading difficulty; more related to social anxiety)
Does the Intervention address the Function of Behavior
Do not ask student to read aloud in class (or respond publicly)
Give student passage in advance to practice pre-reading
Let student read 1 sentence directions they are familiar with, instead of entire paragraphs from the text
Does the intervention address the function of behavior?

17. Antecedent Interventions
Critical features of Antecedent Interventions to prevent the Problem Behavior?
Does the intervention directly address:
the antecedent?
the Function of the problem behavior?
Yes or No?
Why?

18. Antecedent Interventions
A  B  C Instead of giving Dexter the class math assignment of multi- digit multiplication & division problems, let’s give him an assignment he can be more successful with (e.g. 4 single digit mult/div problems for every 1 multi-digit problem)
*By changing A, we can PREVENT Dexter’s need to engage in negative behavior, making it Irrelevant

19. Activity 4
With a partner go through each of the Antecedent Interventions options in Pre-Test #2  Yes or No & Why

20. 2. Next, identify ways to prompt/ precorrect the alternate & desired behavior

21. Consequence Interventions

22. Function Based Interventions
When generating interventions we use Function to develop ideas to change A, B & C
Targeted Routine
Maintaining Consequence & Function
Antecedent
Problem Behavior
FUNCTION
Function should guide selection of consequences: (+) and (-)
Function should guide selection of prevention strategies
Function should guide selection of alternative/ replacement behaviors

23. Consequence Interventions Reinforcing Behavior
Reinforcement should focus on 2 different sets of behaviors  Alternative Behavior & Desired Behavior
Reinforcing the Alternative Behavior
When the student engages in the alternative behavior, quickly provide the student with an outcome that matches the outcome/ function of the problem behavior
E.g. if student raises hand to request an easier, substitute assignment; in order to escape difficult tasks  then quickly provide the student with the easier assignment

24. Consequence Interventions Reinforcing Behavior
Reinforcing the Desired Behavior(s), or approximations of the desired behavior
The ultimate plan is to have the student move beyond the alternative behavior to using the desired behavior
Reinforcing this progression should start from the beginning of the intervention

25. Consequence Interventions Reinforcing Behavior
Considerations for Reinforcing Desired Behavior
The goals & expectations for desired behavior must be reasonable
Reasonable expectations of student behavior
EXAMPLE: on a daily basis the student is out of seat & off task the entire period & has not turned in any work the entire term
Probably NOT a Reasonable Expectation = student to be in seat the whole class period and turn in completed worksheets
More Reasonable approximations (Start Small & Build on Success):
Turns in assignments 50% completed
On task and trying to complete work for 15 minutes each period

26. Consequence Interventions Reinforcing Behavior
Considerations for Reinforcing Desired Behavior
The timeframe for goals & expectations for desired behavior must be reasonable
In the Beginning try to Reinforce Every occurrence or approximation
Reasonable timeframes for Reinforcement
Probably NOT Reasonable Timeframes for reinforcement
If student turns in all worksheets for week 1, he will earn 15 min. in skate park on Friday
If student is in seat and on-task for the entire period, he will earn a candy bar
More Reasonable Timeframes for reinforcement
If student completes 5 problems, he can choose 3 problems to cross off the worksheet
If student is on task for 10 min., he will earn 4 min. of computer time

27. Consequence Interventions Reinforcing Behavior
Considerations for Reinforcing Desired Behavior
The reinforcer must be valued by the student
The function of behavior is a good place to start when identifying valued reinforcers
e.g. If the function of behavior is to Gain Peer Attention, the reinforcer should give access to Peer Attention
e.g. if the function of behavior is to Avoid Difficult Task the reinforcer could be a “Free Homework Pass”

28. Consequence Intervention: Reinforcing Positive Behavior
Steps in Identifying Reinforcers?
Critical features of Reinforcers?
1. Identify an intervention to Reinforce the Alternate Behavior
Is reinforcer valued? (start w/ function of behavior)
b) Are expectations & timeframes reasonable for the student?
2. Identify an intervention to Reinforce the Desired Behavior
Yes or No?
Why?

29. Activity 5
With a partner go through each of the Consequence Interventions options in Pre-Test #2  Yes or No & Why

30. Consequence Interventions Responding to Problem Behavior
Responding to Problem Behavior should focus on 2 things:
Redirecting to the Alternative Behavior
Active Extinction of the Problem Behavior
Do NOT let the problem behavior be effective in giving the student what they want
When the student engages in the alternative behavior, quickly provide the student with an outcome that matches the function of the problem behavior
This should also help to prevent escalation
E.g. if student raises hand to request an easier, substitute assignment; in order to escape difficult tasks  then quickly provide the student with the easier assignment

31. Consequence Interventions Responding to Problem Behavior
Active Extinction of the Problem Behavior
Make sure the problem behavior no longer works for the student… If using a consequence as a response to negative behavior, make sure the consequence is not providing the desired function for the student

32. Consequence Intervention Responding to Problem Behavior
Steps in Identifying Responses to Problem Behavior?
Yes or No?
Why?
1. Prompt the Alternate Behavior at earliest signs of problem behavior
2. Identify a response to problem behavior that does not reinforce the Problem Behavior

33. Example: Consequence Interventions
A  B  C We must refuse to (C) let Dexter avoid difficult math tasks by (B) engaging in disrespectful behavior & Instead prompt him to raise his hand and (C) reward him for (B) raising his hand & asking for a break (Alternate Behvior)
* By not providing Dexter w/ what he wants when he engages in disrespectful behavior we are making the problem behavior Ineffective.
* It is important that we work hard to Reinforce Dexter for engaging in the alternate behavior, or he is likely to go back to & escalate the problem behavior

34. Activity 6
With a partner go through each of the Consequence Interventions options in Pre-Test #2  Yes or No & Why

35. Dexter’s Function-Based Intervention

36. Activity 7
Complete Post-test

37. Function Based Interventions
When generating interventions we use Function to develop ideas to change A, B & C
Targeted Routine
Maintaining Consequence & Function
Antecedent
Problem Behavior
FUNCTION
AVOIDING DIFFICULT TASK
Consequence
(+) Reinforce (a) alternate behavior w/ oppt’y to avoid task & (b) desired behavior (effort on task)
(-) problem behavior should not result in avoiding task; redirect to Alt. behavior
Prevent
Make task less difficult to avoid difficult task
Alternate behavior
Must allow student to avoid difficult task

38. Function Based Interventions
When generating interventions we use Function to develop ideas to change A, B & C
Targeted Routine
Maintaining Consequence & Function
Antecedent
Problem Behavior
FUNCTION
GETTING ADULT ATTENTION
Consequence
(+) Reinforce both alternate behavior & desired behavior w/ adult attention
(-) problem behavior should not result in adult attention; redirect to Alt. behavior
Prevent
Provide adult Attention in advance & often
Alternate behavior
Must give student access to adult attention

39. Antecedent Interventions

40. Proactive (PBS) Interventions Attention Seeking
A - PREVENTION
Interventions occurring before the behavior occurs
Prevention (give attention early for positive)
Check-in – provide adult attention immediately upon student arrival
Give student leadership responsibility or a class ‘job’ that requires the student to interact w/ staff
Place student in desk where they are easily accessible for frequent staff attention
Give student frequent intermittent attention for positive or neutral behavior
PreCorrect - Frequently & deliberately remind student to raise their hand and wait patiently if they want your attention

41. Proactive (PBS) Interventions Avoid Task
A - PREVENTION
Interventions occurring before the behavior occurs
Prevention (modify task or provide support)
Modify assignments to meet student instructional/skill level (adjust timelines, provide graphic organizers, break in to smaller chunks, etc.)
Assign student to work with a peer
Provide additional instruction/support
Provide visual prompt to cue steps for completing tasks student struggles with
Provide additional support focused on instructional skills (Homework Club, study hall, etc.)
PreTeaching content
PreCorrect - Frequently & deliberately remind student to ask for help

42. Teaching Behavior Interventions

43. Proactive (PBS) Interventions Attention Seeking
B - TEACH
Behaviors to use instead of the problem behavior
Teach student more appropriate ways to ask for adult attention
Identify and teach specific examples of ways to ask for attention
-Raise hand and wait patiently for teacher to call
on you
-likely need to differentiate (large group, small \
group, work time, etc.)

44. Proactive (PBS) Interventions Avoid Task
B - TEACH
Behaviors to use instead of the problem behavior
Teach student more appropriate ways to ask for help from teacher or peers
Provide additional instruction on skill deficits
Identify and teach specific examples of ways to ask for help
-Raise hand and wait patiently for teacher to call
on you
-teach student to use a break card
-likely need to differentiate (large group, small \
group, work time, etc.)

45. Proactive (PBS) Interventions Avoid Task
B - TEACH
Desired Behaviors
Provide academic instruction/support to address student skill deficits
-More focused instruction in class
- Additional instructional group
- Special Education support for academic deficit
- additional support and practice at home
-additional assessment to identify specific skill deficits

46. Consequence Interventions

47. PBS Interventions Attention Seeking
RESPONSE TO BEHAVIOR
Intervention occurs after (in response to) positive or negative behavior
Respond quickly if student asks appropriate for adult attention
Give the student frequent adult attention for positive behavior
Student earns ‘lunch w/ teacher’ when student earns points for paying attn in class & asking appropriately for attention
Eliminate/minimize the amount of attention provided to a student for engaging in problem behavior
Limit verbal interaction – create a signal to prompt the student to stop the problem behavior
Avoid power struggles
C -

48. PBS Interventions Attention SeekingC
Sometimes students need additional encouragement to engage in the desired behavior…
When using additional incentives to encourage student positive behavior
If students desire adult attention, use it as an incentive
-lunch with teacher
-1:1 game with favorite staff, etc.
-special teacher assistant

49. PBS Interventions Avoid Task
RESPONSE TO BEHAVIOR
Intervention occurs after (in response to) positive or negative behavior
Respond quickly if student asks for help or for a break
Reward students for on task, trying hard, work completion & for asking for a break or help appropriately
Eliminate/minimize the amount of missed instructional time or work provided to a student for engaging in problem behavior
However, need to make sure student is capable of doing work… or provide support/instruction so student can complete the work
C -

50. PBS Interventions Avoid TaskC
Sometimes students need additional encouragement to engage in the desired behavior…
When using additional incentives to encourage student positive behavior
If students is attempting to avoid tasks, you might use free homework passes or reduced numbers of problems as an incentive

51. 5 minutes
BREAK

52. Start with the Short Term Goals
Increasing the Alternate Behavior & Decreasing Problem Behavior

53. Use Competing Pathway to Identify Outcome Measures
Desired Behavior
Typical Consequence
Summary of Behavior
Setting Event
Antecedent
Problem Behavior
Maintaining Consequence
Alternate Behavior
Immediate Short Term Goals
Reduce Problem Behavior
Increase use of Alt. Behavior

54. Why the Alternate Behavior
Why the Alternate Behavior? Why can’t we go right to the Desired Behavior?
4. The student is going to need to gain the math skills before being able to do this like peers
3. Look how different this is from what’s happening now
1. This is what we’re asking the student to do.
Complete math problem
Success, another problem
Given double digit addn problems
Sent back to table (escape task)
None identified
Throws a Tantrum
2. This is what the student wants now.
Raise hand & ask for break
5. So… in the meantime we use the alternate behavior

55. Desired Behavior
Long-term goal = to follow regular classrooms routines and norms, as independently as possible (w/ supports reduced or eliminated) and looking as similar as possible to peers

56. So… back to a short term goal
Develop a goal to review in 2 weeks at initial follow-up meeting
Focus on:
Reducing problem behavior
Increasing use of alternate behavior
How can we measure this in a feasible, but effective way?

57. Short term Goal Reduce frequency of problem behavior
Increase use of alternative/replacement behavior
How do we measure this?
Depends on the frequency & type of problem behavior

58. Identifying an Appropriate way to Measure
Must measure specific targeted/ prioritized behavior
(Fighting, disruption, off task, attendance, work completed, etc.)
Best way to measure (Objective v. Subjective)
Frequency
Duration
Subjective rating (point card)
Balancing Accuracy & Feasibility of Data Collection
Measure must be a feasible form of data collection for teachers/staff
What is the baseline?

59. Using Point Cards
Point cards are an easy way to track progress with a behavioral plan
Good for helping students learn to monitor their own behavior
Easily linked with Reinforcement Program
Flexible & feasible for teachers

60. Reduce Problem Behavior
Alternate Behavior
Reduce Problem Behavior

61. Measure Use of Alternate Behavior Measure Reduced Problem Behavior

62. Use Existing Data Forms when possible
Try to be consistent with point card forms that might be in use for Check-In/Check-Out programs if possible

64. Individualized Point Card Fill in more specific behaviors

65. Identify a Short-term Goal & Data Collection Plan & Format
Short-term Goal -- Where to start:
Reduction in Problem Behavior
Increase in Alternate Behavior
Do we have any baseline data?

66. Identify a Short-term Goal & Data Collection Plan & Format
Short-term Goal -- Where to start:
Do we have any baseline data?
Point cards?
Discipline referral?
Teacher estimates of frequency/duration
Use data/estimates to set a reasonable goal

67. Identify a Short-term Goal & Data Collection Plan & Format
Short-term Goal -- Where to start:
Use data/estimates to set a reasonable goal
Set initial goals that the student is able to achieve (early success)
Link incentives to data & reasonable student progress (so goals must be reasonable)

68. Questions for Evaluation Plan
Does your evaluation plan focus on the prioritized behaviors of concern?
Reduction in problem behavior
Increased use of alternate and desired behaviors?
If the student meets the goal, will there be a noticeable difference in student behavior?
Is the evaluation plan clearly linked with the reinforcement program?
Is data collection feasible?

69. Daily Point Card Specific goals Provide feedback Collect data
Do a few things well
Provide feedback
Celebrate success
U-Turn
Collect data
Decision making
Reporting on IEPs
Communicate with parents
Daily
Trends over time
Social Skills
Celebration vs. boasting
Accepting corrective feedback
Self-Advocacy

70. Daily Behavior Report (Top)

71. Daily Behavior Report (Bottom)

72. Mid-Class Break & the U-Turn

73. Elementary Example        11 9 10 30  Points Quiet Hands
ACTIVITY 
 GOALS  
Reading 
Music 
Lunch 
Writing 
Points
Quiet Hands   
Ask for Help
Take Turns 11 9 10 30
Total out of 36: ____

74. Trends Over Time

75. Trends Over Time

76. Incentive Plan - Behavior

77. Incentive Plan - Attendance

78. Incentive Plan - Attendance

79. Tracking Chart - Attendance
Student Name