1. Possible motivation? How the *&^(^&_*%$@#@ do I know?

2. Steps of teaching anything Define Teach Practice Acknowledge Correct Progress monitoring To ensure that the new skill will be used, the behavior needs to be acknowledged and corrected…. Having a good guess on possible motivation of problem behavior as well as the things that are reinforcing will strengthen a support plan

3. Reinforcement A reinforcer is anything that, occurring in conjunction with an act, tends to increase the probability that the act will occur again Positive and negative reinforcers –A positive reinforcer is something the person wants (compliment, desired food) –A negative reinforcer is something the person wants to avoid (an unpleasant sound/smell)

4. What acts as a positive reinforcer for you? End a meeting early Get an extra day off Finishing Sudoku 6 star! (difficult) Lower # on scale, when trying to lose weight Going speed limit out of moral conviction, passing a police car, and feeling good that there is NO reason for your heart to drop to the floor of your car!

5. What acts as a negative reinforcer for your behavior? Going speed limit to avoid getting pulled over by a police car Putting on seat belt to avoid the beeping Writing things on a list to avoid forgetting them Smelling milk before drinking to ……

6. Functions Pos ReinfNeg Reinf

7. Possible motivation matters! Your best guess…. –Is student engaging in problem behavior to get….?? Or to get away from ……?? »Peers »Adults »Activities Data is used to determine the most appropriate positive reinforcer/reward –a student talks out to get adult attention teach student to raise hand and when he/she does, give positive adult attention –A student talks out to get sent out of class teach student to ask for an alternative activity, teach the routine for leaving and coming back, and when he/she asks for alternative, let her go

8. In general Elementary age student prefer peer and adult attention Middle/high school age students prefer peer attention and avoidance of adults/ activities

9. If…. What might Reward student behavior? Your 3 rd kids work really hard at testing, sitting still, not talking, being on task….. –Watching a movie that requires quiet sitting –Extra recess time Students who prefer quiet and order are respectful at an all school free time –More free time –Quiet, structured, organized activities

10. Ideas For students wanting peer/adult attention and activities –Double points toward class goal –Pass around materials –Lead announcements –Choose a friend to be co-line leader –Choice of activity For students wanting to avoid activities, adults/peers –Work alone –Alternative activity –Use a basket rather than a hand to turn in work –Curricular adaptations to make task easier or challenging

11. The Effectiveness of Intervention Strategies Based on Functional Behavioral Assessment. Kimberly L. Ingram, Ph.D. University of Oregon, Spectrum Center

12. Question of Interest Does it make any difference if you build a behavior support plan on information from a functional assessment? Conduct a functional assessment: –Plan A: Indicated by functional assessment –Plan B: Contra-indicated by functional assessment

13. Methods Cont. - Results from Expert Ratings