1. Daniel L. NoackLeSage, M.A. Board Certified Behavior Analyst Effective and Efficient Behavior Management Interventions in the Academic Setting

2. Objective of Today’s Session Create the foundation for behavior management Explore multiple techniques that you can use in your classroom Discuss common scenarios Goal of Today’s Session: To create and understanding of, and a comfort with, the implementation of effective and efficient behavior management in the academic setting

3. Effective Behavior Management All behavior can be linked to the A-B-C model ◦ Antecedent – Behavior – Consequence ◦ Look for the pattern and discover the function Appropriate interventions are rooted in the function ◦ Attention, Tangible, and Escape(Automatic) Part 1: Eliminate the Link Between Inappropriate Behaviors and Functional Consequences Part 2: Create the Link Between Appropriate Behaviors and Functional Consequences Part 3: Practice, Practice, and Practice Again

4. Create a Bias Towards Appropriate Behavior Inappropriate Behavior Extinction Avoid the use of Punishment Appropriate Behavior Reinforcement

5. 5 The Concept of Time Out Use as a concept rather than as a location Time Out = denial of desired function Time In = access to desired function Logical duration and contingent on behavior (30sec – 1min of appropriate behavior) Inclusionary Time Out is best Functional Use: All Functions

6. Planned Ignoring Ignore only behaviors that are not harmful Ignore behavior immediately Make ignoring obvious If giving attention, immediately remove it Still catch the individual being good Functional Use: Attention (and Tangible)

7. Catching Being Good Give attention often Give attention as soon as you see any good behavior Give enthusiastic attention No attention if problem behavior occurs Functional Use: Attention (and Tangible) Create CONTINGENT ACCESS when you pair Planned Ignoring with Catching Being Good.

8. Teaching A Better Behavior Identify a specific replacement behavior Identify high probability situations Create high probability situations Practice with the individual Functional Use: All Functions

9. Using Effective Instructions Good InstructionsPoor Instructions Simple and ShortComplex and Long SpecificVague Use StatementsAsk Questions ConsistentLack Follow Through Clear and Level HeadedEmotional With the Individual’s AttentionWithout the Individual’s Attention Remember to: * Provide an adequate understanding of expectations * * Make the connection between instruction and behavior * Functional Use: Escape (and Tangible)

10. Three Step Prompting 1. TELL the individual what to do: Give clear instruction Wait 5 seconds 2. SHOW the individual what to do: Repeat the instruction Model the exact response OR provide gestures that indicate what you want (e.g. point to object) Wait 5 seconds 3. HELP the individual do it: Repeat the instruction Use hand-over-hand guidance until the instruction is completed Functional Use: Escape (and All)

11. Scenarios Remember: A-B-C and Function (Attention, Tangible, Escape) Disconnect (inappropriate)  Reconnect (appropriate)  Practice Alex: When students arrive to the classroom, they are allowed free time until 8:15am. Alex is usually very efficient in this transition. However, when it is time to start class work, she becomes disruptive and/or demand more free time. Primary Function: Secondary Function: Disconnect: Reconnect: Practice:

12. Scenarios Remember: A-B-C and Function (Attention, Tangible, Escape) Disconnect (inappropriate)  Reconnect (appropriate)  Practice Alex: When students arrive to the classroom, they are allowed free time until 8:15am. Alex is usually very efficient in this transition. However, when it is time to start class work, she becomes disruptive and/or demand more free time. Primary Function: Escape from work Secondary Function: Access to Tangible Disconnect: Time Out from Escape (and a form of Planned Ignoring) Reconnect: Effective Instructions (and Three Step Prompting) Practice: Modify the activity to create more work = break contingencies

13. Scenarios Remember: A-B-C and Function (Attention, Tangible, Escape) Disconnect (inappropriate)  Reconnect (appropriate)  Practice Mason: During group lesson activities, Mason often will call out without raising his hand and/or he often will intentionally give wrong or non-sense answers when called upon. When he calls out without raising his hand, his teacher will reprimand him in an attempt to maintain classroom control and set an example for other students. When he intentionally gives incorrect answers, his teacher often reprimands him and his peers laugh at his responses. Primary Function: Secondary Function: Disconnect: Reconnect: Practice:

14. Scenarios Remember: A-B-C and Function (Attention, Tangible, Escape) Disconnect (inappropriate)  Reconnect (appropriate)  Practice Mason: During group lesson activities, Mason often will call out without raising his hand and/or he often will intentionally give wrong or non-sense answers when called upon. When he calls out without raising his hand, his teacher will reprimand him in an attempt to maintain classroom control and set an example for other students. When he intentionally gives incorrect answers, his teacher often reprimands him and his peers laugh at his responses. Primary Function: Access to Attention Secondary Function: Escape from task demand (by giving incorrect answers) Disconnect: Planned Ignoring, Reinforce ignoring by peers Reconnect: Catching Being Good (Mason and peers) Practice: Modified Three Step Prompting, Attention focused classroom dynamics

15. Daniel L. NoackLeSage, M.A. Board Certified Behavior Analyst Effective and Efficient Behavior Management Interventions in the Academic Setting