1. Make sure you have downloaded from www.behaviordoctor.org- click training- semester classes- scroll down to OKC – then this www.behaviordoctor.org- Page

2. Building Behavioral Expertise in Your School: Functional Behavior Assessment to Behavior Intervention Planning Session Two Laura A. Riffel, Ph.D.

3. Building Behavioral Expertise Entering Data

4. Ralph Cunningham Ralph’s Strengths: Ralph is a very good singer. He entertains his friends at home with his garage band. He can play keyboards and the guitar. Ralph cares for his baby sister in the evenings and is very good at entertaining her. His sister is three. Ralph is a very good illustrator for drawing comic strip type art. Ralph’s mother is very interested in helping her son. Page 39

5. Ralph’s Incentives- Ralph’s Incentives: Ralph would do just about anything to play “X” box at home. His mother frequently uses this incentive to get him to clean his room and help with chores around the house. Ralph loves to have peer attention and is not shy about being in front of a large crowd. Ralph has a pretty good relationship with Philip Quinn the vice principal. Mr. Quinn happens to be the administrator in charge of discipline and therefore is the one that Ralph reports to when he is sent to the office.

6. Behavior Definitions- Ralph’s Behaviors Verbal Outburst- Noises that Ralph makes that disturb the learning environment but are not cuss words. Example: He makes farting noises with his lips or sucks his teeth. It will be counted as one incident if there is not a period of silence for more than two minutes. In other words: if he burps the alphabet it will be counted as one behavior unless he gets to “M” and then waits three minutes before he continues with “N-O-P” and then it will be counted as a new behavior. Verbal Aggression: Noises or words said by Ralph that disturb the learning environment and consist of cuss words, words that belittle others, or inflammatory words that appear to be said to begin a fight. Examples are calling someone a racial slur, saying any cuss word (His favorite is the “F” word followed by a racial slur.) He also likes “Yo mamma is so fat…” and “Hey Lard Ass”. Physical Aggression: Any part of Ralph’s body comes in contact with another person with force. This is an automatic trip to the office according to school policy. Ralph will walk by someone and shove them enough to be seen as physical aggression but not enough to be kicked out of school according to the zero tolerance policy in force with the school.

7. Ralph Needs Ralph needs to connect with an adult male for positive reinforcement Ralph needs to learn to control his impulsive thoughts Ralph needs to learn to control his impulsive actions

8. Click on Demographics

9. Enter your identifying information here Then click this

11. Put in the time you will begin data collection & the date & school year Then click this

13. Change the criteria to match your student’s setting, event, behavior and consequence It will open to default ideas

14. Then you would click this

15. After the team has collected data- click Calendar and start entering data.

17. Page 36-38

18. Make sure you have green checks by each of the ten days of data.

19. Add the data for pages 36-38 Then take a break- we’ll start back once everyone gets all their data input into the program. You can begin thinking about who you’d like to collect data on for your data collection in December.

20. After you have entered all your data- click “Report” and you will get all the graphs.

21. We look at the behavior in conjunction with the time of day that it occurs- were there patterns to time of day? If there ere- what is that telling us?

22. We look at day of the week data – if we collected enough days of data. We look at the percent of time each behavior occurred. BASELINE DATA

23. Did staff behavior stop student behavior? What context showed up the most with each behavior?

24. What antecedents paired up with each behavior? This helps you be proactive in your planning.

25. What consequences paired up with each behavior- this helps you determine what the functioning reinforcer was behind the behavior. Secondly, how effective was the consequence that occurred at stopping the behavior right away?

26. Want to take your graphs and put them in a report? Click above this icon in the lower left hand corner and type the word snipping tool You’ll get a pop-up that will let you outline anything you want to cut and paste and put into a PowerPoint or Word document. You can save it as a picture and then insert it. – That’s how I made this PowerPoint

28. What consequences paired up with each behavior- this helps you determine what the functioning reinforcer was behind the behavior. Secondly, how effective was the consequence that occurred at stopping the behavior right away?

29. Triggering AntecedentTarget BehaviorimpacT Waiting/Down Time in History Class Verbal Outburst Peer Attention Environmental ChangeReplacement BehaviorAdult Modifications Above- how would you set up the student for success knowing wait time or down time is triggering this event? Above- What would you teach Ralph to do to replace the behaviors you are targeting? Above- What would the adults do different to feed the replacement behavior and extinguish the target behavior? Page 43

30. To Be a Real Intervention it has to do the following: Stop the behavior Be proactive- not reactive Match the function of the behavior Include a replacement behavior Include antecedent manipulations Include consequence modifications

31. Do the same thing for: Verbal Aggression Physical Aggression You can work in pairs Pages 44 and 45

33. This was your first assignment Choose a student with mild behaviors for your first –Read directions on pages 46-47 –All tools will be on your page on www.behaviordoctor.org www.behaviordoctor.org Under Training Six Month Class Pages 46 and 47

34. Strengths and Needs Pages 182-183 – if you haven’t filled out- now would be a good time to start this Page

35. Now open the FBA Data Tool Save it as a pseudonym for your first student’s name Enter your student’s data now that you know how to enter the data. Page 165-167 basic information

36. Page 180 Enter the baseline data for student A –You can choose to measure in the following: Frequency- number of incidents per day Duration- number of minutes per day Percent of day engaged in behavior –You will measure your intervention data using the same scoring- Page

37. Using the information in the graph- let’s start making a plan for this student. Page 197 –Antecedent, Behavior, Consequence –Trigger- Target- impacT chart Page 197

38. Data is not a four letter word Page

39. Open the baseline, intervention, follow-up data tool. This was on the page for you to download Page

40. Percents- If you want to focus on Percent- use this tab

41. Frequency- If you want to focus on frequency- use this tab

42. Duration- If you want to focus on Time- use this tab

44. Enter your baseline data Save it as Student “A” Decide if you want to measure: Frequency Duration Percent Enter your dates and data for the baseline portion. Save the file Next time we will enter your intervention data

45. Determine which data collection tool you will use for the intervention You will put your intervention in place and once a week, take intervention data This is easier than the baseline data because you are either counting: Frequency Duration Percentage

46. Other Data Collection Tools  Data Collection Methods:  Teacher Notes/Anecdotal Recording  Student Work Sample and Permanent Product Recording  Event Recording-Frequency  Minute by Minute Sheets  Event Recording Sheets  ABC Data Collection  Event Recording-Rate  Event Recording Sheets  ABC Data Collection  Interval Recording- Momentary Time Sample  Event Recording Sheets  ABC Data Collection  Duration Recording  Duration Recording Sheets  ABC Data Collection  Latency Recording Pages 49-56

47. Anecdotal Reports complete description used for analysis include who, what, where, and when record FACTS, not interpretations

48. Pros and Cons of Each Anecdotal/Teacher Notes Pros It’s written in your own language and can be done on your time schedule. Cons It’s your opinion and it’s challenging to summarize It’s like a journal entry of events occurring during a specific time or setting January 31, 2011 Johnny hit Billy with a wad of paste he had dried on his desk when he was supposed to be doing an art project.

49. Simple Solution Set up video camera in room and keep it running all day. At the end of the day you will be able to go back and view antecedents and consequences and make anecdotal notes with accuracy and fidelity.

50. Permanent Product easiest after behavior occurs--do not have to witness “outcome recording” PRO: durable (including audio/video) CON: not all bx = tangible

51. Pros and Cons of Each Student Work Sample- Permanent Product Recording Pros Easy for teachers to collect: convenient- doesn’t require direct observation- no class disruption Cons Challenging to summarize cause of behavior from it. Real world items resulting from student behavior- usually academic in nature.

52. Simple Solution Scan pictures of work and keep a digital file of student work. Have students create their own powerpoints for parent teacher conferences with samples of work inserted into powerpoint.

53. Event Recording Frequency recording most frequently used number of times bx occurs discrete behaviors not good for continuous/rapid choice = desire to increase or decrease controlled & trial presentations

54. Pros and Cons of Each Event Recording- Frequency Pros Accurate for short and distinct behaviors- minimal class disruption Cons Doesn’t work for high frequency behaviors that last for long periods of time. Number of times a targeted behavior occurs during a specific (consistent) time period. Example: Every day from 10:05-11:00

55. Simple Solution Keep baseball counter- golf counter in pocket. Every time behavior occurs during specified time- click one on the clicker. At the end of the class period write down the number on the clicker.

56. Pros and Cons of Each Event Recording- Rate Pros Convenient- easy to use for short intervals. Cons Requires teacher to watch clock and monitor time intervals and calculate the rate. JULIE

57. Simple Solution Record a 30 minute time sample of your class. You can go back and count behaviors. This can be done by video or tape recording for verbal blurt outs.

58. Interval Recording behavior occurs in ? intervals proportion of time (count intervals) method: define & divide good for continuous/high frequency partial vs. whole shorter interval = greater accuracy miss bx when mark?

59. Pros and Cons of Each Interval Time Sample- Momentary Time Sample Pros Students are only observed at the end of each interval; very useful for continuous behaviors without clear beginning and ending (minutes- not seconds) Cons Provides only an approximate sample- doesn’t work for infrequent behaviors. Cue can be distracting. A cue is set by timer etc. Only if the student is exhibiting the behavior when the cue goes off is the behavior recorded as a positive.

60. Simple Solution Record 60 beats per minute music to play in the classroom and every 10 minutes ring a xylophone chime to give yourself a cue that it is time to mark. You can even have the student cue into the chime and self-record if they are on task when the chime goes off.

61. Pros and Cons of Each Duration Recording Pros Exact measurement of how long the behavior occurs- good for low frequency behaviors. Cons Time consuming- requires constant observation and recording. Difficult for classroom Teacher. Recording the amount of time between the initiation of a response and it’s conclusion- how long does the behavior last? Example of student humming as a class disruption. Page 51

62. Duration length of time behavior lasts discrete behavior average duration (average length) total duration (discontinuous total)

63. Simple Solution Minute by Minute Sheet gives you frequency and duration all at once and is very simple to use. Page 52

64. Page 61- Minute by Minute

65. Let’s try it now You can use the tool on page 41- there is an electronic version on your Building Behavioral Expertise page. The young man will introduce himself so you’ll know who your target student is for measuring blurts. Or you can use page 41 if you don’t want to use the electronic tool.

66. Write me for the movie

67. Latency length of time from request to bx

68. Pros and Cons of Each Latency Recording Pros Exact measurements of time which works for low frequency behaviors. Cons Takes a lot of teacher time and continuous observation skills. Measurement of how long after a prompt the student begins the task. Observer: LauraDate: January 31, 2011 Prompt givenTime givenStudent start# of minutes down time Write name on paper 9:179:3114 minutes

69. Simple Solution When prompt is given set stop-watch to go. Click it to stop when student begins work or prompt given.

70. Decide how you will collect Frequency or Duration Data on student “A” You will begin student “B” and you can use: ABC data collection tool Minute by minute sheet Any frequency or duration sheet

71. PRACTICE

72. What I want you to measure Hitting Poking Measure behavior on subject with longer dark hair.

73. Used 3 stooges video

74. What did you get for: Hitting Poking

75. Why did we get different numbers?

76. Defining your behavior Non-compliant vs. “puts head down on the desk and refuses to pick up pencil and complete assignment” My definition of non-compliance might be very different from your definition of non-compliance.

77. Reliability Influenced by: reactivity observer drift complexity expectancy Reliability should be >.80 ( >.90 is goal)

78. www.behaviordoctor.org On your Building Behavioral Expertise Page- you have links to tons of data tools. www.behaviordoctor.org- click “training”- click “semester class”- click “building behavioral expertise”www.behaviordoctor.org- Scroll down to “Data Sheets You can Use for Months 2 through 6 or 7.”

79. PowerPoint for Next Month Each month you will present to small groups and then choose one of you to present to whole group. Please open your blank presentation now. It was also on the page for you to download before today’s class.

80. pseudonym Age, grade level, school demographics

81. Strengths/Needs (behavior and academic)

82. Targeted behavior in measurable and observable terms

83. Behavior Trigger Use snipping tool to put in your antecedent behavior data from the FBA Data Tool

84. Behavior impacT Insert snipping tool picture of consequence information here

85. Summary Statement Triggering EventTarget BehaviorimpacT Environmental Changes ImplementedReplacement Behavior TaughtAdult Behaviors Changed to feed the replacement behavior and extinguish the target behavior

86. Remove this slide after you read On the next slide- for the first time choose frequency. On the FBA Data Tool you can see how many times the behavior occurred. Put that number in the baseline column. After you have put the intervention in place for a week or two (depending on the time you have) – choose one day and just count how many times the behavior occurs during the day. If you are secondary- you will have to get a count from everyone. Put that number in the second column.

87. Baseline and Intervention Data

88. Strategies to tweak the behavior intervention plan Add anything here that you plan to change based on results.

89. To be a real intervention it has to: Stop the Behavior Be Proactive not Reactive Include Environmental Changes to set the student up for success Teach the child a replacement behavior Change the adult reaction to the behaviors Match the function of the behavior

90. Next session You will collect intervention data on your “Student A”. –This is a once a week probe. You will begin functional behavior assessment data collection on your next student. –You will run the data and develop your interventions in December. Begin thinking who your next student will be.

91. Ten Rules About Behavior

92. Ten Things You Should Know 1. Behavior is learned and serves a specific purpose. Imagine what they’ve figured out by the time they reach high school. ©FY2016 - Behavior Doctor Seminars -® Federally Registered™- Coordinating Page in Booklet- Page

93. Ten Things You Should Know 2. Behavior is related to the context within which it occurs. ©FY2016 - Behavior Doctor Seminars -® Federally Registered™- Coordinating Page in Booklet- Page

94. 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. ©FY2016 - Behavior Doctor Seminars -® Federally Registered™- Coordinating Page in Booklet- Page

95. Ten Things You Should Know 4. We can improve behavior by 80% just by using behavior specific praise. ©FY2016 - Behavior Doctor Seminars -® Federally Registered™- Coordinating Page in Booklet- Page

96. Ten Things You Should Know 5. We know we can improve behavior by 80%, yet we use it less than 10% of the time. ©FY2016 - Behavior Doctor Seminars -® Federally Registered™- Coordinating Page in Booklet- Page

97. 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. ©FY2016 - Behavior Doctor Seminars -® Federally Registered™- Coordinating Page in Booklet- Page

98. Beads on a string Move down when you use a behavior specific praise. ©FY2016 - Behavior Doctor Seminars -® Federally Registered™- Coordinating Page in Booklet- Page

100. 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. ©FY2016 - Behavior Doctor Seminars -® Federally Registered™- Coordinating Page in Booklet- Page

101. 3x5 index card Tears for positives Tears for negatives 11 to 5 ©FY2016 - Behavior Doctor Seminars -® Federally Registered™- Coordinating Page in Booklet- Page

102. Vibrating Watch- reminds you to catch students being good http://www.amazon.com/s/ref= nb_sb_noss_2?url=search- alias%3Daps&field- keywords=vibralite+3 http://www.eseasongear.com/v iviwa.html ©FY2016 - Behavior Doctor Seminars -® Federally Registered™- Coordinating Page in Booklet- Page

103. Energy Flows Where Attention Goes ©FY2016 - Behavior Doctor Seminars -® Federally Registered™- Coordinating Page in Booklet- Page

104. Ten Things You Should Know 6. When we want compliance from our students, we should speak on their right side and offer them equal choices. ©FY2016 - Behavior Doctor Seminars -® Federally Registered™- Coordinating Page in Booklet- Page

105. Ten Things You Should Know 7. Most behavior falls into two categories: Positive reinforcement and Negative reinforcement. Students are either trying to gain something or escape something by displaying their target behaviors. ©FY2016 - Behavior Doctor Seminars -® Federally Registered™- Coordinating Page in Booklet- Page

106. Ten Things You Should Know 8. Things students are trying to get: a)Attention- (adults, peers, or siblings) b)Access (preferred items) c)Sensory input (proprioceptive input) ©FY2016 - Behavior Doctor Seminars -® Federally Registered™- Coordinating Page in Booklet- Page

107. Ten Things You Should Know 9. Kids are trying to escape these things: a)Work or Tasks b)Attention from Adults, Peers, or Siblings c)Pain (emotional or physical) d)Sensory overload (too much coming in) ©FY2016 - Behavior Doctor Seminars -® Federally Registered™- Coordinating Page in Booklet- Page

108. Ten Things You Should Know 10. Your reaction determines whether a behavior will happen again or not. To change student behavior- we have to change our behavior. ©FY2016 - Behavior Doctor Seminars -® Federally Registered™- Coordinating Page in Booklet- Page

109. This isn’t a quick fix ©FY2016 - Behavior Doctor Seminars -® Federally Registered™- Coordinating Page in Booklet- Page

110. Remember- these are not interventions….. Frequent Flyer Club to the Office ©FY2016 - Behavior Doctor Seminars -® Federally Registered™- Coordinating Page in Booklet- Page

111. BE Good ©FY2016 - Behavior Doctor Seminars -® Federally Registered™- Coordinating Page in Booklet- Page

112. Go to the Head of the Class ©FY2016 - Behavior Doctor Seminars -® Federally Registered™- Coordinating Page in Booklet- Page

113. Corporal punishment ©FY2016 - Behavior Doctor Seminars -® Federally Registered™- Coordinating Page in Booklet- Page

114. Sending to the Principal ©FY2016 - Behavior Doctor Seminars -® Federally Registered™- Coordinating Page in Booklet- Page

115. Dunce Cap ©FY2016 - Behavior Doctor Seminars -® Federally Registered™- Coordinating Page in Booklet- Page

116. YellingAtStudents

117. In School Suspension Photo purchased from Getty Images- www.photos.com ©FY2016 - Behavior Doctor Seminars -® Federally Registered™- Coordinating Page in Booklet- Page

118. Out of School Suspension It’s a bummer I got this out of school detention….3 days of sitting in my underwear, eating Doritos, and playing video games. What a drag. ©FY2016 - Behavior Doctor Seminars -® Federally Registered™- Coordinating Page in Booklet- Page

119. To be a real intervention: 1.It has to stop the behavior 2.It should be proactive not reactive 3.It should match the function of the behavior (what are they trying to gain or escape?) 4.It should have an antecedent manipulation; meaning the environment should be modified to set the student up for success. 5.It should have a replacement behavior component- you can’t say “don’t, stop, quit, or no” without telling them what to do. 6.It should have a consequence modification- meaning we have our own clear set of reactions to specific behaviors. ©FY2016 - Behavior Doctor Seminars -® Federally Registered™- Coordinating Page in Booklet- Page