1. Building Behavioral Expertise in Your School- Session One Laura A. Riffel, Ph.D.

2. Send a text to: 567-455-7798 Message should read @drriffel

3. Why do we do Functional Behavior Assessments?

4. 1999-2003 SLIIDEA Project When Congress passed the Individuals with Disabilities Education Act (IDEA) in 1997, it sanctioned an appraisal to pursue progress at the state and local levels on the legislative goals of IDEA. The U.S. Department of Education's Office of Special Education Programs (OSEP) contracted a national longitudinal study, the Study of State and Local Implementation and Impact of the Individuals with Disabilities Education Act (SLIIDEA), toward that culmination. This presentation integrates information from SLIIDEA pertaining to escalating the use of positive interventions for tackling behavioral issues of students with individualized education programs (IEPs), as suggested in a comparison of the 1999-2000 data to 2002-2003 data.

5. Upside Down Logic

6. Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Needs Tertiary Prevention: Specialized Individualized Systems for Students with High- Risk Needs Students will move up and down through services as needed Tiered Intervention Systems- A multi-level instructional framework aimed at improving outcomes for ALL students

7. You do know what you’re going to get……

10. Ten Things You Should Know 1. Behavior is learned and serves a specific purpose. (Bandura, 1977) Page 4

11. Ten Things You Should Know 2. Behavior is related to the context within which it occurs. (Bambara & Knoster, 1998) Page 4

12. Ten Things You Should Know 3. For every year that a behavior has been in place, you should plan to spend at least one month of consistent and appropriate intervention for you to see a change in the behavior.- This is a rule of thumb. (Atchison, 2007) Page 4

13. Ten Things You Should Know 4. We can improve behavior by 80% just by pointing out what one person is doing correctly. (Shores, Gunter, & Jack, 1993) Page 4

14. Ten Things You Should Know 5. We know we can improve behavior by 80%, yet we use it less than 10% of the time. (Haydon, et al., 2010) Page 4

15. 4 Positives for Every Negative Lanyard –20 beads Start in the morning with all 20 beads on your left side –Every time you compliment a student on their appropriate behavior move a bead to the right side. –Every time you reprimand a student move 4 beads back to the left side.

16. Beads on a string Move down when you use a behavior specific praise.

17. Make Your Own Start bead Goal: Get to the red bead

18. Paper clips Put 30 paper clips in your left pocket or a cup on the bus. Every time you compliment a student, move a paper clip into the other pocket or cup. Every time you “get after” a student, move 4 paper clips back to where they started.

19. 3x5 index card Tears for positives Tears for negatives 11 to 5 Idea from George Sugai

20. Vibrating Watch- reminds you to catch students being good http://www.amazon.com/s/ref=nb_sb_nos s_2?url=search-alias%3Daps&field- keywords=vibralite+3 http://www.eseasongear.com/viviwa.html

21. Energy Flows Where Attention Goes

22. Ten Things You Should Know 6. When we want compliance from our children, we should whisper in their right ear and offer them equal choices. (Live Science, 2009) Page 4

23. Ten Things You Should Know 7. Most behavior falls into two categories: Positive reinforcement and Negative reinforcement. Kids are either trying to gain something or escape something by their inappropriate behaviors. (Alberto & Troutman, 2003) Page 4

24. Ten Things You Should Know 8. Things kids are trying to get: 1)Attention- (adults or siblings) 2)Access (preferred items) 3)Sensory input (proprioceptive input) Page 4

25. Ten Things You Should Know 9. Kids are trying to escape these things: 1)Work or Tasks 2)Attention from Adults or Peers 3)Pain (emotional or physical) 4)Sensory overload (too much coming in) Page 4

26. Ten Things You Should Know 10. Your reaction determines whether a behavior will happen again or not. To change child behavior- we have to change our behavior. (Alberto & Troutman, 2003) Page 4

27. The UGLY ABC PUBLIC SCHOOLSbehavior INTERVENTION PLAN- Non-exemplar STUDENT NAME: OTTER B. GOODEABC PUBLIC Elementary SCHOOL STUDENT ID NUMBER: 0000700007DISABILITY- ADHD TARGET behavior: What behavior(s) adversely affect the student’s learning? DESIRED behavior: Describe acceptable or appropriate behavior. REPLACEMENT behaviors: What will be taught to replace target behaviors? INTERVENTIONS: What will be done to prevent the target behavior from recurring? POSITIVE CONSEQUENCES: What will be done when the student uses correct replacement behaviors? NEGATIVE CONSEQUENCES: What will be done with the student when the target behavior recurs? IEP Start Date: 08/31/2010 IEP End Date: 08/30/2011 TARGET behaviorDESIRED behavior POSITIVE CONSEQUENCE NEGATIVE CONSEQUENCE Out of Seat behavior The student will remain seated the entire class period. Tell child they are doing a good job. Step One: Send a Note Home about inappropriate behavior. Step Two: In School Detention Step Three: Call Home Step Four: Out of School Detention Step Five: Alternative Placement Blurts out answers without raising hand. The student will raise hand and wait to be called on. Tell child they are doing a good job. Step One: Send a Note Home about inappropriate behavior. Step Two: In School Detention Step Three: Call Home Step Four: Out of School Detention Step Five: Alternative Placement Doesn’t begin work immediately when assigned. Student will begin work within 1 second of being assigned task. Tell child they are doing a good job. Step One: Send a Note Home about inappropriate behavior. Step Two: In School Detention Step Three: Call Home Step Four: Out of School Detention Step Five: Alternative Placement BIP Monitored by: ________________________________________________ Date IEP Team to Review Success of Plan: 10/31/10 What’s Missing?

28. The UGLY ABC PUBLIC SCHOOLSbehavior INTERVENTION PLAN- Non-exemplar STUDENT NAME: OTTER B. GOODEABC PUBLIC Elementary SCHOOL STUDENT ID NUMBER: 0000700007DISABILITY- ADHD TARGET behavior: What behavior(s) adversely affect the student’s learning? DESIRED behavior: Describe acceptable or appropriate behavior. REPLACEMENT behaviors: What will be taught to replace target behaviors? INTERVENTIONS: What will be done to prevent the target behavior from recurring? POSITIVE CONSEQUENCES: What will be done when the student uses correct replacement behaviors? NEGATIVE CONSEQUENCES: What will be done with the student when the target behavior recurs? IEP Start Date: 08/31/2010 IEP End Date: 08/30/2011 TARGET behaviorDESIRED behavior POSITIVE CONSEQUENCENEGATIVE CONSEQUENCE Out of Seat behavior The student will remain seated the entire class period. Student earns tickets for good behavior every hour Student is sent to time out or home if behavior is not good. Blurts out answers without raising hand. The student will raise hand and wait to be called on. Tell child they are doing a good job. Step One: Send a Note Home about inappropriate behavior. Step Two: In School Detention Step Three: Call Home Step Four: Out of School Detention Step Five: Alternative Placement Doesn’t begin work immediately when assigned. Student will begin work within 1 second of being assigned task. Tell child they are doing a good job. Step One: Send a Note Home about inappropriate behavior. Step Two: In School Detention Step Three: Call Home Step Four: Out of School Detention Step Five: Alternative Placement BIP Monitored by: ________________________________________________ Date IEP Team to Review Success of Plan: 10/31/10 What’s Missing?

29. Multi-modal Plans We cannot just put one plan in place and expect it to work. It has to include three streams of implementation: –Antecedent manipulations –Behavioral replacements –Consequence modifications It has to be effective. We need to manage consequences to reinforce the desired behaviors and replacement skills we teach to the student. We need to withhold reinforcement following the target behavior. We need to use natural and least intrusive consequences that will address the function of the behavior.

30. What we really need to change behavior: AntecedentBehaviorConsequence These can be setting events which occurred in the near distant past or antecedent triggers which occur immediately before. This is the behavior you are targeting for change- one bite at a time. This is the reinforcement received from engaging in the behavior. Antecedent Manipulations Replacement BehaviorConsequence Modification Things you do to change the environment to set the student up for success. Things you teach the student to replace the targeted behavior. Things you do to change yourself so you don’t feed the behavior Samples- Page 28 & 29

31. What is your definition of functional behavior assessment? Write your answer on page 4

32. Functional Behavioral Assessment (FBA) FBA is a process for gathering information to understand the function (purpose) of behavior in order to develop an effective intervention plan. FBA is a process for gathering information to understand the function (purpose) of behavior in order to develop an effective intervention plan.

33. What are Antecedents? TransitionIllness Weather condition Task demand Presence of a certain peer or adult Time of day Day of week Perceived attention ProximityNoises SmellsSubjectsActivities Changes in schedule Emotional upset Physical pain EmbarrassedTiredFrustrationHungry An antecedent is anything that occurs prior to the exhibition of the behavior. This might occur right before the behavior, but it can also be a slow trigger that occurs earlier in the day and manifests later. Antecedents can be contexts, settings, situations or conditions. Here is a simple list of common antecedents:

34. Sometimes, we think we know

35. Defining Behavior Poor impulse control Angry, hostile, resentful Paying attention Stubborn Lying on the floor and refusing to move High pitched screams Hitting with fist Kicking over chairs Completing work crying

36. What is a consequence? The effect, result or outcome of something occurring earlier (dictionary.com) We tend to think “negative”- but there are positive consequences to behavior.

37. Consequence is fed by function What are they trying to get? –Teacher comes over and gives attention –Peers laugh at joke –Access to computer –Access to proprioceptive input What are they trying to escape? –Classwork –Embarrassment over having to read aloud in class –Peers who are bullying –Temporary depression over situation

38. Behavior Support Team Identify team members most effective as collaborative process Develop a profile to include: child’s strengths child’s needs child’s target behaviors Identify settings & situations that require intervention

39. Team Members –Parents –Teachers involved with the student –Educator with behavioral expertise –An administrative designee Also, the team might include any of the following people: –Student themselves –Therapists –Community support (social workers, probation officers, after school care) –Transportation provider –Relatives –Support teachers Page 7

40. Student Strengths Social Strengths Academic Strengths Friendly Begins work right away Never absent Nice handwriting Nice smile Brings back homework Supportive family Asks questions when unclear Skylar ’ s Strengths: Page 7

41. Blanks- page 30 Call everyone the day before and remind them they need to bring a list of the child’s strengths Put these sheets out on the table to remind people of the first task.

42. Student Needs page 8 Social Needs Academic Needs Help in keeping friendships Help in comprehension for reading skills Help in keeping negative opinions to himself Help in calculations for multiplication skills at the two digit by two digit level Help in taking constructive feedback Help in writing a paragraph that stays on topic Help in inviting friends over to his house to play Help in transitioning quietly from one subject to the next Blanks- page 31

43. Methods for Conducting FBA Indirect: Anecdotal Surveys Notes Interviews Direct: Observational Data collection

44. How much data should you collect? Page 9 –It depends on each unique situation Do you think there is a pattern to day of the week? –In that case you might want 10 days of data –Two Mondays, Two Tuesdays etc. Do you think it has to do with academic tasks? –You might get enough data in three days or five days –Good rule of thumb: You need at least ten incidents of each behavior to determine the function

45. Which data form will you use? High frequency behaviors: –Minute by Minute sheet –Frequency –Duration Pages 9 & 10

46. Which data form will you use? Low frequency behaviors: –Antecedent, Behavior, Consequence Data sheets –Anecdotal notes Pages 9 & 10

47. Which data form will you use? Disruptive behaviors: –FBA data tool Pages 9 & 10

48. Meet Scout Scout is a sixth grade student in a K-6 grade school. She is with the same teacher all day and in a class of 25 students. The school has 476 students and is a neighborhood school. She has not been retained and is a “young” student in the class compared to her peers. Her older sisters are both in high school and are very athletic and popular with many friends. Scout tends to hang out with the sisters’ friends and rarely has friends her own age over to the house. Page 10

49. Scout’s Strengths and Needs Social Strengths Academic Strengths Social NeedsAcademic Needs  Comfortable talking in front of the whole class  Great supportive family  Vocabulary is advanced for her age  Scout is very visual and can draw pictures better than anyone in the class  Scout always turns in her work  Scout has neat cursive handwriting  Scout is very comfortable with adults but needs to make friends with peers  Scout needs help with transitions  Scout needs to keep hands and feet to self  Scout needs help with reading comprehension  Scout needs help with reading fluency  Scout needs help in learning to ask for help Page 10

50. Scout- page 10 Scout is a sixth grade student with mild intellectual disabilities. Scout has two peers who attend the nearby high school. Scout’s mother works full time and father frequently travels. He leaves on Sunday evening and returns on Friday afternoon. Scout’s behaviors at school are disruptive outbursts, physical aggression, and throwing objects. Mom reports Scout is disorganized at home and leaves her stuff laying all over the house. Mom says she is so disorganized they have three or four fights every morning. She says she has to drive Scout to school because she would make the whole bus late if they waited on Scout. Mom says Scout eats everything in sight when she gets home from school and fights with her sisters until her Mom gets home in the evening. Scout is included in the regular classroom with support provided by a co- teaching special education teacher who works with the regular classroom teacher.

51. Scout’s Behaviors Throwing objects means a physical object leaves Scout’s hands with purpose and lands at least 12 inches from her body Disruptive outburst means a loud verbal sound or word that comes from Scout and disturbs the learning environment Physical aggression means any part of Scout’s body comes in contact with another person with force (We would have labeled this horseplay because her physical contact was the Volkswagen Slug Bug tap) Page 11

52. You have 10 days of data – Pages 14-19- Starting with May 1, 2008

54. Choose one person to be the reader The reader will flip between pages 14-19 and give information to the recorders. Recorders you will go to page 19 and start writing the information given to you.

55. Data Analysis Total Days of Data: 10 days Total Incidents: Count how many incidents occurred on those pages Average per day (b/a) __________________ Total number of minutes engaged in target behavior ____379 minutes_______ Average length of time for each behavior (D/B)_______________________ Percent of Day (D/total minutes for entire data collection) (420 minutes per day x 10 days) ____________________________________________________ 379/4200=

56. Data Analysis A. Total Days of Data:___ 10 ___________ B. Total Incidents: ______ 32 __________ C. Average per day (b/a) ______3.2 ________ D. Total number of minutes engaged in target behavior ____379 minutes_______ E. Average length of time for each behavior (D/B)____379/32=11.84 _____________ F.Percent of Day (D/total minutes for entire data collection) (420 minutes per day x 10 days) 9.02%

57. Recorders turn to page 20 Readers flip through 14-19 and give the beginning time of each behavior. Recorders you will make a tally in each row as the readers call them

58. Behavior Analysis Your schedule would be tailored to your day.

59. Behavior Analysis

60. You might have 3 Mondays and 1 Friday or some other combination. You add up the total tallies and divide by the number of each day of the week that you collected data. For this example there are 2 of each.

61. Behavior Analysis

63. 38 %

64. Behaviors

65. Behavior Analysis Not enough incidents to measure

66. Behavior Analysis

68. So if you have a transition antecedent and a disruptive outburst you would mark it in the “A” row in the “B” column.

69. Behavior Analysis

70. Tally the consequence and the student reaction. Then divide the number of stopped by the total number of behaviors.

71. Behavior Analysis

72. Just like the last one. Graph row + column.

73. Behavior Analysis

74. What pattern do you see? Page 25

75. What pattern do you see? Page 25

76. What pattern do you see? Page 25

77. What pattern do you see? Page 26

78. What pattern do you see? Page 26

79. What patterns do you see? Page 27

80. Which consequences were most effective? Page 27

81. Choices #1 Even though time out was higher- it needs to stop. Time out was being done incorrectly. Time out was never supposed to be isolation. Time out is “time-out” from reinforcement- not Siberia.

82. Summary Statement

84. What event or setting takes place prior to the target behavior? (Antecedent) What behavior are you targeting to change? (Behavior) What adult or peer behaviors are reinforcing this behavior? (Negative or positive reinforcement) (Consequences) What settings/contexts/antecede nts can you modify to make proactive changes in the environment to make the target behavior unnecessary? What new behaviors might you teach to the student to replace the current target behaviors? How might you change the adult behavior regarding the original target behavior and the new replacement behaviors? 1 What is the goal behavior? What adult or peer behaviors will reinforce this behavior in the long term?

85. What event or setting takes place prior to the target behavior? (Antecedent) What behavior are you targeting to change? (Behavior) What adult or peer behaviors are reinforcing this behavior? (Negative or positive reinforcement) (Consequences) Make her Vanna White of the Daily Schedule. Mom works on organizing her exit from home. Check-in/Check-out with a preferred adult. Had her go to the office with a “message” or return a “book” to the library if it looked like she was on overload and needed attention. (Cued receivers) Writing on the board and announcing to the class the next activity. Secret signal if she wants the teacher’s attention. She’s getting pre-corrects of attention from the teacher prior to her Vanna White duties. Teacher gives a ton of attention for appropriate behavior. Teacher ignores burping. The minute she is quiet- she gets attention. If needed private conversation. 1 Be able to transition appropriately. Socially appropriate adult attention.

86. What event or setting takes place prior to the target behavior? (Antecedent) What behavior are you targeting to change? (Behavior) What adult or peer behaviors are reinforcing this behavior? (Negative or positive reinforcement) (Consequences) What settings/contexts/antecede nts can you modify to make proactive changes in the environment to make the target behavior unnecessary? What new behaviors might you teach to the student to replace the current target behaviors? How might you change the adult behavior regarding the original target behavior and the new replacement behaviors? 1 What is the goal behavior? What adult or peer behaviors will reinforce this behavior in the long term?

87. What event or setting takes place prior to the target behavior? (Antecedent) What behavior are you targeting to change? (Behavior) What adult or peer behaviors are reinforcing this behavior? (Negative or positive reinforcement) (Consequences) Pre-teach her the upcoming lessons in the privacy of her check-in/check-out room. She will know the first thing the teacher is going to ask for her anticipatory set. Teach her to use her secret signal if she is stuck so she doesn’t resort to out of seat behavior. Keep some extra supplies over on a shelf and tell her if she is stuck to get up and go get one of those supplies. That will cue the teacher she needs help without disturbing the class. Give tons of attention for working on seatwork. If she does “hit”, she loses choice at recess. She still goes to recess, but she cannot play four square which is her favorite game. If she does work well, she can earn five free answers for the whole class on the assignment. 1 To attempt new tasks and to ask for help when she needs it. To take pride in her work.

88. Baseline Intervention

89. Formula for Baseline- page 122 (I-B)/B= D*100 I ntervention Frequency = 3 times per day B aseline Frequency = 34 times per day 3-34= -31 -31/34=.91176.91*100= 91% D ecrease in Behavior

90. NEW!!!!

91. Choose a student Each of you will choose one student –If you don’t work directly with students you will have to teach the classroom teachers to collect the data for you –Choose a student who only has 5-7 behaviors per day You will fill in a strengths and needs sheet Directions are on page 109 for first assignment Everyone must come back next month with 5-10 days of data on a student

92. The following slides are part of next month’s training if you want to sneak a peak.

93. Is there only one way to collect data??? No sir-ee Bob!!!!

94. Duration Recording Data Sheet Individual: ___Barry Woods____________________________Observer: ___________F. Scott___________________ behaviour: _____________humming_______________________________________________________________ Initiation: _____9:15__________________________ Termination: 12:30 DateActivity(start)(stop)Duration ofComments 12/5Reading9:179:2912 minignored 12/5Math10:1510:161 minGave evil eye 12/5Soc. Studies 12:1712:181 minGave secret signal to stop

95. Use Duration Recording for: Things like: Latency Tantrums Sleeping

96. DateActivity(start)(stop)How many occurrences happened during this time frame? Comments 12/1reading8:178:3722Using basal reader 12/1PE8:409:100Playing basketball 12/1Social studies9:209:5024Reading from book 12/1Math9:5010:300Game at board Clarice- Poking Eyes- Data collected from 8:15-3:30

97. Use Event Recording: For things like: Repetitive behaviors Tapping Blurting Out of seat burping

98. Minute by Minute Student Name: __Biff_________ Observer: __________Riff____________ Date:______________12/5________ 7:308:008:309:009:3010:0 0 10:3 0 11:0 0 11:3 0 12:0 0 12:3 0 1:001:302:002:303:003:30 7:318:018:319:019:3110:0 1 10:3 1 11:0 1 11:3 1 12:0 1 12:3 1 1:011:312:012:313:013:31 7:328:028:329:029:3210:0 2 10:3 2 11:0 2 11:3 2 12:0 2 12:3 2 1:021:322:022:323:023:32 7:338:038:339:039:3310:0 3 10:3 3 11:0 3 11:3 3 12:0 3 12:3 3 1:031:332:032:333:033:33 7:348:048:349:049:3410:0 4 10:3 4 11:0 4 11:3 4 12:0 4 12:3 4 1:041:342:042:343:043:34 7:358:058:359:059:3510:0 5 10:3 5 11:0 5 11:3 5 12:0 5 12:3 5 1:051:352:052:353:053:35 7:368:068:369:069:3610:0 6 10:3 6 11:0 6 11:3 6 12:0 6 12:3 6 1:061:362:062:363:063:36 7:378:078:379:079:3710:0 7 10:3 7 11:0 7 11:3 7 12:0 7 12:3 7 1:071:372:072:373:073:37 7:388:088:389:089:3810:0 8 10:3 8 11:0 8 11:3 8 12:0 8 12:3 8 1:081:382:082:383:083:38 7:398:098:399:099:3910:0 9 10:3 9 11:0 9 11:3 9 12:0 9 12:3 9 1:091:392:092:393:093:39 7:408:108:409:109:4010:1 0 10:4 0 11:1 0 11:4 0 12:1 0 12:4 0 1:101:402:102:403:103:40 7:418:118:419:119:4110:1 1 10:4 1 11:1 1 11:4 1 12:1 1 12:4 1 1:111:412:112:413:113:41

99. Minute by minute sheet Use this data recording tool to measure frequency and duration- This is an extremely easy to use tool for busy teachers. This can then be paired with a schedule and anecdotal notes for antecedent and consequence information.

100. TimeSettingWhat did the staff or students do in relation to the behaviour? What did the student do as a result of what the adult or peers did in relation to the behaviour? Notes about what happened 9:15-9:45Work timeBlocked with handKept pulling hair Staff put hand on shoulder and used other hand to block hair pulling 9:45- 10:15 Free choice TimeIgnoredStopped pulling hair Staff ignored behaviors and student stopped Self-Injurious behaviour- pulling hair

101. Use the mini ABC data form When an observer will be sitting in the room to collect data.

102. None 1-55 + Date Mo n Tue s We d Th urs FriMo n Tue s We d Th urs Fri 8:00- 8:30 8:31- 9:00 9:01- 9:30 9:31- 10:00 10:01 - 10:30 10:31 - 11:00 11:01 - 11:30 Hitting Others 9:30-10:00 is Music 10:30-11:00 is PE

103. Use a scatter plot: For high frequency behaviors: Blurting Burping Animal noises self-stimulatory behaviors Out of seat

104. Academic Social MedicalPhysical Mental

105. Unlearn inappropriate behaviors Learn replacement behaviors Operant conditioning Social skills training PowerPoint relationship narratives Role playing Picture cues Video modeling Social

106. Allergies Food Seasonal Drug reactions Look at medications Side effects (Abilify example) Sleep disorders Sleep apnea Insomnia Gastric issues Medical

107. Pain Especially consider for children with significant disabilities and young children with low verbal response skills Sensory Proprioceptive needs Sensory integration Sensory overload Physical

108. Emotional Depression OCD Anorexia/Bulimia ODD Schizophrenia Bi-polar Intermittent Explosive Disorder RAD Mental

109. Learning Disabilities Missed so much time out of class they are behind Self-esteem so damaged they can’t see their way out Academic

110. Social MedicalPhysical Mental