Identifying and Serving Students with Behavior Problems (Dr. Joan E. Aitken)

Culture and Behavior	Culture and Behavior Behavior: Disruptive, interferes with learning of child and others. Very seductive. Tests rules. Avoid assignments. Gain approval. Attention getters. Add drama to boring situations. Behavior is a communicative function. Interventions include: Environmental (physical room) Teacher Peers (problematic) Self Environmentally Mediated Interventions can change the classroom environment. To rule or not to rule? State rules in the positive. Put on big poster and everyone sign the poster. Then teach the rules. Identify, explain, model, practice. Identify following rules and not following rules, teaching for 2 weeks. Refer to the chart. "You just forgot, right?" The more ownership, the more likely class will follow. Develop rules of working as community. Write down whatever they say! 6 year old--no smoking. Is this the Maintain distance. Never get in a kid's face. Don't tell the student "look at me." Honor personal space. same as this? Which is more important? If you can't enforce it, don't write it down. Make movement pattern different. Do not restrain students in any way. Maintain distance. Never get in a student's face. Don't tell the student "look at me." Honor personal space. Discuss what's wrong with the behavior, not the person. Most kids will do certain things--Make sure first 3-4 requests are those before asking something more dicey. If just ignore, there's no incentive. Be careful. Never identify student information, grades, or tokens on the board. Token economies don't work well in special education classrooms. Antecedent cue for behavior consequence: what happens as result of behavior. Every behavior has a consequence. Antecedent cues the behavior. Classroom behavior strongly influences behavior: Verbal praise, verbal encouragement, attention, approval. If pay attention to behavior you don't want, it will reinforce that behavior. Applied Behavior Analysis: Good uses, but bad press. Need to avoid until trained and certified. Behavior is strengthened or maintained by reinforcement. Involves shaping very discrete behaviors. Lovas (Autism spectrum, young children). Reinforcement, punishment, modeling. When inconsistent, not fair, what's the point. Shaping, the more you do it, the more you do it. When satiated, loses power. All consequences are not reinforcers.
	TEST REVIEW Information for use by currently enrolled students only, who have purchased the course textbook: Kerr, M. M., & Nelson, C. M. (2006). Strategies for addressing behavior problems in the classroom. (5th ed.). Upper Saddle River, NJ: Pearson. Companion Website, click here. Review Before Midterm Classroom Rules and Expectations Classroom expectations are: · Teacher driven because it's your classroom. The students don't have to like everything, but they do have to comply. · Address teacher priorities · May or may not be compatible with student priorities · may be either stated or implied. Definition: Rules are a lawful relationship that can be applied to a large set or behaviors. · You need rules because without rules you have anarchy. · How do you know if you students know them? Abide by them, they can say them, tell other kids when the other kid isn't, they can model them. You taught them! Kids don't get them by osmosis. · What would happen with no rules? People will remember the one bad thing, not all the other good things before or after. Be careful to associate with the people who are in favor with the administration. A very nice person on the outs with the administration will cause you to be disliked and perhaps never able to overcome. Successful rules: · Can be broadly applied. · Are stated clearly, accurately succinctly · Are observable · Compatible with student needs · Taught effectively Students need good instruction, consistency. If they aren't getting good instruction, they disengage, and behavior problems skyrocket. Classroom rules may apply to: · Respect for self, others and property · Following directions · Task completion · Time limits · Social behavior · Turn taking Teaching rules to students Introduction of topic · Ask a question --what would happen if. .. .? · Provide examples and nonexamples · Student practice of rules · Periodically review the rules How to group kids for cooperative learning: · High kid with high or middle · Low with low or middle. · Best to keep kids with the same level. There's a lot of learned helplessness. · Put nonperformers together and someone will have to step up. When your expectations are not met and classroom rules appear either inadequate or to be ignored by students, consider the following: 1. Are there periods of nonfunctional or "down" time? 2. Are student tasks and materials relevant? Irrelevance leads to behavior problems. 3. Are tasks appropriate to the students's abilities? If the kid can't do it, you will have behavior problems. 4. Are classroom activities stimulating? 5. Is student success planned? 6. Are students failing? Occasionally? Often? 7. What is the ratio of praise vs. criticism? 8. Are you anticipating improvement vs. perfection? 9. Are there unexpected changes in procedure or schedules? Surface Management Extremely important: Put Blackberry users along the side so I can go behind them. Ask everyone to put their cell phone on the desk because it's hard to send one from there. Surface behaviors may be defined, as are those student behaviors that are distracting or disruptive to a classroom environment and require attention but do not require formal behavior management programs. These behaviors can often be managed in the course of normal instruction by the teacher or individual in charge. Proximity!!!!! Antiseptic Bouncing--remove kid from situation without punishment. Send of troubled pair to get a drink. If a kid has a behavior issue that escalates. Get out of room before out of control. Talk to other teachers. Have kid be a messenger and send a folded note scotched taped together a certain color to a teacher, who will know to send it back with a book or something. The child has been removed, the situation changed. You have to work it out with other teachers. Kids like to leave the room or do the teacher a favor. Defusing Tension through Humor Signal interference. Cool and good. Set up one on one. Kid starts humming--get eye contact--I touch my eyebrow and he touches his to say he saw me. Really good for minor behaviors. Just want to communicate with the kid. Sociogram Can minimize conflict. Ask students so you know relationships. Put appropriate kids together. Makes a huge difference in setting up classroom and setting up groups. Keep emotionally neutral in assigning groups--don't put with best friend or enemy.
Test Review	Chapter 1: Identifying and serving students with behavior problems. · Federal law requires that schools address the post-secondary needs of students with disabilities. · It is important to assess general education teachers' expectations before placing students in such settings. · Generalization of desired behavior is more difficult when intervention has occurred only in more restrictive settings. · Students with EBD are the most likely of any group of students with disabilities to be educated in settings outside the educational mainstream. · Social skills training of students with disabilities should take place in generalization settings. · Early maladaptive social behavior patterns are predictive of lifelong patterns of social failure. · Generalization of behavior change should be planned, systematically taught, and reinforced · Improved behavior that occurs across settings is an example of stimulus generalization. · To decrease the predictability of reinforcement, an intermittent schedule of reinforcement is recommended. · Effective transition plans involve assessment of environmental expectations, assessment of the student's behavior with respect to expectations of the next environment, and teaching the student the skills needed in the next environment. · Teaching a student to monitor his or her use of appropriate behavior is an example of using self-mediated stimuli. · Response maintenance refers to durability of behavior in treatment settings after the intervention has been withdrawn · When using the principle "train diversely," it is important to use a number of antecedent stimuli as discriminative stimuli for the target behavior, include more than one example of the target behavior in teaching, and switch to an intermittent schedule of reinforcement. · Trans-environmental programming is a strategy designed to accomplish the reintegration of students into general education settings. · For students with EBD to succeed in mainstream educational settings, it is important that their academic and social functioning has been improved to the point where they can profit from a less restrictive environment. · When reintegrating students with disabilities into general education settings, follow-up assessments in the mainstream setting should be conducted to give the regular classroom teacher feedback and support. · As a group, students with EBD (a) are the last group of students to be identified and placed in special education programs, (b) have histories of multiple placements in the regular education system prior to their referral to special education, (c) are extremely mobile. · The criterion of ultimate functioning addresses the functional skills needed by adults to participate freely in community environments. · A primary treatment setting is one in which Interventions are applied directly. · Arranging for more than one discriminative stimuli to control the target behavior is an example of using multiple stimulus exemplars. · A wraparound plan addresses multiple life domains. Chapter 2: School- and classroom-wide positive behavior support Students are less likely to be victims of violence in school than in their own homes. All school staff should participate in setting expectations. Students should participate in establishing school rules. Prompts and cues are useful in promoting good student behavior. Precorrection is a strategy for preventing behavior problems through proactive planning. When establishing whether a behavior problem warrants intervention, it is useful to assess how often other students in the setting exhibit it. Writing a behavior intervention plan for an individual student is an example of a targeted intervention. A predictable classroom structure involves a clear set of rules, consistent classroom routines, and well thought-out physical arrangements. Office discipline referrals should be analyzed to identify problem areas and activities in the school. Precorrection is applied to help students succeed when making transitions. School- and classroom-wide prevention strategies are generally effective with 80-90 percent of students. Catching students being good is likely to be the most effective prevention strategy. Making an example of students who violate school rules is NOT a component of school-wide positive behavior support? According to research, 5%-7% of the student population accounts for over half of the behavior challenges in most schools. Repeatedly removing students from the classroom as a disciplinary measure may exacerbate existing academic deficits, increase the likelihood that they will engage in behavior that results in their escaping or avoiding academic tasks, and lead to patterns of antisocial behavior or maladaptive coping mechanisms. As students advance through a classroom levels system, they are expected to demonstrate greater academic and social proficiency, and are allowed to participate in extracurricular activities. A setting event is a stimulus that precedes a behavior and sets the occasion for its occurrence. The best predictor of when, where, and under what conditions problem behavior will occur is when, where, and under what conditions it has occurred in the past. The following behavior management strategies are likely to be ineffective: asking students why they act out, comparing a student's behavior with that of other students, and ridiculing students. A good way to evaluate the status of a school-wide discipline system is to collect and analyze office discipline referral data. Providing frequent tangible reinforcers for desired performance is NOT a prerequisite to effective classroom behavior management. Chapter 3: Principles of intervention planning Conditioned reinforcers are acquired through learning. Negative reinforcement increases the frequency of behaviors to which it is applied. The Council for Exceptional Children has prepared a statement on the use of punishment procedures. The use of research-validated practices is advocated by the No Child Left Behind Act. Discriminative stimuli signal the student that a particular response made in its presence will be reinforced If withholding a reinforcer that has been maintaining a behavior results in a reduction in that behavior, extinction has been applied. The relationship between a behavior and a consequence is referred to as a contingency. Following a rule to avoid an unpleasant consequence is an example of negative reinforcement. Punishment and extinction alike are alike in that when effective, they both result in the reduction of a target behavior. None of the leading SPED professional groups approve of corporal punishment. The use of seclusionary timeout behavioral interventions is most likely to be legally restricted. Teaching skills through a succession of progressively closer approximations to the desired level of performance is known as shaping. Praise should be delivered to students at least four times as often as reprimands. According to IDEA, the student has brought a weapon to school justifies a change in the educational placement of a student with a disability without first going through due process. Providing reinforcement to a student for a period of time in which zero instances of a targeted undesired behavior are observed is know as DRO. The form of timeout in which a student remains in a position to observe the group without participating or receiving reinforcement is contingent observation. In a token system, the tokens have value because they may be exchanged for back-up reinforcers. As a penalty for undesired behavior, taking away more reinforcers than a student is able to earn in a day is likely to result in a loss of control over the student's behavior. The effects of behavior reduction procedures are greater when high rates of reinforcement for desired student behavior are in effect. Chapter 4: Assessment-based intervention planning Rating scales are indirect assessment procedures. All behavior serves a function. When performing a task analysis, it is important to determine the student's initial level of performance with respect to the task. Behavior intervention plans always should include a strategy for teaching and reinforcing a replacement behavior. Chapter 5: Monitoring student progress Discrete behaviors have distinct beginning and ending points. Counting the number of times a behavior occurs in a given time period is known as event recording. When observing students' behavior, it is important to have an operational definition of the target behavior. Interval recording does not provide a measure of the exact number of times that a behavior occurs. A discrete learning trial consists of presentation of specific instruction or a model, the student's response, and the teacher's subsequent response. A continuous behavior has no definite starting or stopping point between episodes. Chapter 7: Addressing disruptive behaviors The Good Behavior Game is an intervention that involves teams of students competing on the basis of their behavior in the classroom. Ignoring will not work unless the reason for the student's behavior is to gain your attention. When an ignoring intervention is successful, disruptive behavior will increase before decreasing. What you say or do not say may be your most powerful strategy for remedying disruptive behavior. The following are steps for teaching students how to transition from one situation to another: (a) identify the transition behaviors and the times when these behaviors are needed, (b) identify ways to practice and times to practice, and (c) identify reminder times and strategies. The following are intervention strategies: environmentally mediated, teacher-mediated, and peer-mediated. DRO is NOT an environmental modification. An appropriate and relevant academic curriculum is an essential prerequisite to effective classroom management. Make your reprimands privately is effective. Humiliating or embarrassing a student may increase that student's resentment, create an unsafe situation, and interfere with learning. Raising your voice repeatedly merely desensitizes students to your reprimands. Reviewing directions with a study partner is a positive incompatible alternative to disruptive behavior. Involving parents (or other persons important to the child) is an excellent way to understand how a student learns best, strengthen a contingency contract, and identify reinforcing experiences and privileges. Peers make good behavioral managers for young as well as older students. Dependent, independent, and interdependent are categories of group-oriented contingencies. One variation of a group contingency, in which one student earns reinforcers for the rest of the group, is called hero procedure. The Good Behavior Game is yet another variation on a group contingency. A possible reason why students disrupt classroom activities is to avoid doing work, to gather information; for example, to test the limits of your authority or to find out whether the rules will be enforced, and to make a boring class more interesting. Chapter 8: Improving school survival skills and social skills Meeting deadlines is a critical skill for school success. Research has demonstrated the effectiveness of token reinforcement for improving academic performance. Teachers with higher classroom expectations take more responsibility for seeing that their students learn. Research shows that academic peer tutoring can have a positive influence on peer social interactions, although researchers cannot always document how and why. The peer tutor must be a student who wants to do the tutoring, who may or may not have the content area skills but who can follow teacher directions and learn from a model. Self-mediated strategies can be especially helpful for dependent students who are manipulative or oppositional when confronted with adult demands. Acquisition deficits require direct modeling and teaching of the new skill. The following are assessment approach/es for problems in social skills and school survival skills: (a) School Survival Skills Scale, (b) Homework Problems Checklist, and (c) Secondary Instructional Support Strategies and Interview Lists. The following are environmental modifications to improve social skills and school survival skills: homework modifications, managing routines, and instructional modifications. Demonstrating speedwriting techniques to a student improves the student's note taking skills. When a teacher arranges the goals of the classroom to be challenging but predictable, the students then have a sense of control and have a sense of accomplishment. These are components thought to make cooperative learning effective: (a) positive interdependence, (b) individual accountability, and (c) promotive interaction. Good loser is considered the absence of peer acquisition and negative blaming behavior and the occurrence of positive congratulatory behaviors. Studies have shown that caring relationships and high expectations contribute to improved test scores. Science students score higher when they perceive their teacher as understanding and supportive. Teachers can foster self-determination in students with disabilities by (a) promoting generalization of self-determination skills and behaviors, (b) respecting students' choices and decisions, and (c) supporting students' goals. If a student has suddenly lost skills, you should contact as many other persons involved with the student as possible to see if there is a health or family change that may be responsible for the sudden behavioral change, and remember that many problem behaviors may be the result of anxiety or depression and this may reflect a serious but treatable problem. Raising his or her hand in classroom discussions to say something is a target behaviors suitable for a self-recording intervention for a very shy sixth grader. Self-management strategies to promote social interactions include which of these major components: (a) a teacher or counselor describes to students examples of social exchanges, including appropriate initiations and responses, (b) students collect data on their own interactions. These criteria should you use to select a peer to intervene with a young socially withdrawn classmate: (a) regular attendance at school, (b) shows positive social initiation during free play times, and (c) can follow adult directions reliably. The first step in most social skills teaching programs is to introduce students to examples of the social skill. Involving peer trainers is effective with students who are socially withdrawn. An analogue measure includes a role-play and a behavioral rehearsal. Chapter 9: Addressing aggressive behaviors A response cost is a fine applied to aggressive acts and behaviors that predict aggression. To reduce aggressive behaviors, a teacher may need to modify and adapt academic instruction. When teachers insist on having the last word with angry students, they contribute to the risk of aggression. A verbal confrontation does not usually escalate quickly into aggression. Teenagers often engage in verbal confrontations to prove that they can "win" with an adult. Research has shown that youth prone to carry guns believe that shame can only be undone through aggression. When using timeout with an aggressive student, remember that it is best (and easiest) to apply it before the child loses control or becomes assaultive. In an intervention for an aggressive student, peers may take part in a group contingency, learn to ignore or respond in a new way to teasing or threats by the target student, be removed from the situation according to a crisis plan. These can help you to avoid unnecessary verbal confrontations with your students: suggest a later private conference, avoid needing the last word, and avoid sarcasm. Avoid giving advice unless asked is a good approach with someone who is irrational and angry. A readiness drill helps the classroom teacher to get help without delay and safeguard the other children in the classroom. The following statements regarding in-school suspension is false in-school suspension is considered timeout with reinforcement. When using a token economy to reduce aggression, apply a response cost or fine to aggressive acts, and to behaviors that predict aggression or destruction of property. When completing an "after-the-fact ARC" to analyze a specific incident of aggressive behavior, it is important to interview all witnesses at the same time Include information from those who know the student well, even if they were not present at the time and ask witnesses to complete the form independently. Students whose aggression can be attributed to a mismanagement of contingencies can benefit from which of these strategies: functional behavioral assessment to determine motivators, and token economy or contingency contracting. In a peer trainer intervention, peers learn to assess the situation, choose an appropriate alternative response, and tell the aggressive student how the situation makes them feel. In the closing case study, Ms. Cois introduced the social skills unit by sharing an example of a challenging situation she had encountered. In teaching social skills, Ms. Cois in the final case study ensured that her students had an opportunity to practice their newly learned skills in role-plays. The goal of anger management training is to help students identify the antecedents to their anger and identify their own reactions. Chapter 10: Developing alternatives to self-stimulatory and self-injurious behavior Stereotypic behaviors are sensitive to reinforcement from social events or external reinforcers. Perceptual reinforcers are quite durable and not as vulnerable to satiation as other reinforcers. A key to reducing self-stimulatory behavior is controlling the perceptual experiences of self-stimulating individuals. Self-stimulatory behaviors are not harmful in themselves but may, in time, change to self-injurious behaviors through a slight shift in topography. Variables that alter the reinforcing effectiveness of other events are called Conditioned Motivative Operations (CMOs). An SSB individual may not gain access to less restrictive environments or to training programs within the present environment until the "annoying" SSB is reduced or eliminated. No matter how interesting you make your classroom, environmental manipulation alone will not reduce self-stimulatory behaviors. Stereotypic behaviors are repetitive, frequent, and occur as highly consistent topography, do not cause physical injury, and can move into self-injury. SSB persists because it is highly reinforcing. Individuals engaged in SSB simply may not have other, alternative behaviors in which to engage. Functional analysis refers to techniques designed to empirically demonstrate functional or cause-effect relationships between what a person does (behavior) and where and when they do it (environment). Functional assessment is sometimes used to refer to techniques designed to examine functional relations without manipulation of conditions experimentation. These techniques include descriptive analysis and indirect assessments like rating scales. Motivational condition for self-injury include social attention, tangible consequences, and to avoid a situation. Children with developmental disabilities or autism may experience difficulty in the afternoon as the day wears on. Actions are more effortful, requiring increased reinforcement. This could be called fatigue or referred to as the build-up of too many demands, pressures, or distress of unexpected events that are not part of the usual schedule. With respect to motivative operations (MOs), there are two main types of MOs, unconditioned and conditioned. Both of these MOs are motivational because they increase the likelihood that a behavior will occur and at the same time increase the power of the reinforcer that follows the behavior. Differential Reinforcement of Other Behavior (DRO) as applied to SSB is true: The basic notion of a DRO program is the reinforcement of intervals of time during which the SSB does not occur. The DRO approach might prove helpful in teaching the child alternative behaviors, but it does not seem fruitful as an intervention to eliminate SSB. The self-stimulatory behaviors return once the DRO is terminated. NCR is the response-independent or time-based delivery of stimuli with known reinforcing properties. Noncontingent Reinforcement removes the extinction component that is a necessary part of a differential reinforcement procedure. Staff responsible for its implementation may find it easier to implement with the absence of an obvious contingent event. In a response-reinforcer procedure: (a) a reinforcer is physically imbedded within the task, (b) the reinforcer becomes immediately available as soon as the student engages in the correct response (completes the task). A sensory reinforcement strategy provides the child with one or more sensory experiences that are deemed desirable to the child is based on research that shows that a sensory reinforcement strategy provides the child with one or more sensory experiences that are deemed desirable to the child. Tickling, hand clapping, finger tapping, playing music very briefly, and caressing are examples of a sensory reinforcement. Students who engage in self-stimulatory behaviors may incorporate some aspect of the environment as a part of their behavioral syndrome, thus creating a safety risk.. Antecedent circumstances that might affect SIB include (a) the demands placed on an individual, (b) available, reinforced alternative activities, and (c) the student's daily routine. Differential Reinforcement of Other Behavior (DRO) has proven as successful as the "suppression interventions" in eliminating SIB and can be used to teach the student vitally needed alternative behaviors Chapter 11: Supporting students with psychiatric problems Interviewing is a good way to learn about a student's psychological problems. Do not promise total confidentiality to a student. Depressed students do not always appear sad or unhappy. "Mark no longer seems to be interested in his favorite activities. He used to enjoy listening to music and being on the swim team but now avoids participating in those activities." This is an example of anhedonia. Chapter 12: Extending intervention effects Federal law requires that schools address the post-secondary needs of students with disabilities. Treatment integrity is assessed to ensure that an intervention plan is implemented as designed. It is important to assess general education teachers' expectations before placing students in such settings. Generalization of desired behavior is more difficult when intervention has occurred only in more restrictive settings. Students with EBD are the most likely of any group of students with disabilities to be educated in settings outside the educational mainstream. Social skills training of students with disabilities should take place in generalization settings. Early maladaptive social behavior patterns are predictive of lifelong patterns of social failure.
Identifying and Serving Students with Behavior Problems	Identifying and Serving Students with Behavior Problems Adapted from Borreca, E. A., Langford, T. & Stack, E. The cornerstones of positive behavior support are: Functional behavioral assessments (FBA) Positive behavioral intervention planning (BIP) The 2004 IDEA amendments FBA positive intervention planning processes students with disabilities whose problem behavior provokes a change in educational placement, including suspension and expulsion. Research based children and youth with MM/CC in public school settings students with no identified disabilities Demonstrated effective reduce discipline referral rates Student Identification Serving all students using PBS identification of some whose needs dictate that special education and related services be provided so that they can benefit from their school experience. Responsiveness to intervention (RTI) screening tool to identify students eligible for special education. Summary Schools today are being challenged to: meet increasingly higher standards of student achievement, create safe and effective learning environments, and meet the needs of an increasingly diverse student population. Notes: Positive behavior support addresses all students. The most important considerations in planning educational services for students with disabilities is their academic and behavioral needs. IDEA requires that students with disabilities be provided with the related services they need to benefit from their educational experience.
Chapter 2 School and Classroom-Wide Positive Behavior Support Chapter 3 Principles of Intervention Planning	Chapter 2 School and Classroom-Wide Positive Behavior Support Chapter 3 Principles of Intervention Planning Adapted from Borreca, E. A., Langford, T. & Stack, E. Why Emphasize Prevention? Predicting when, where, and why problems occur enables the creation of prevention strategies Universal Interventions: Proactive strategies that reduce the need for targeted interventions for the majority of students Apply to the "margins" in which the boundaries between acceptable and unacceptable student behavior are not clear Analyze and structure social environments to minimize problem behaviors Prevention and Early Intervention Environmental variables that contribute to misbehavior: Absence of clear and consistent rules and consequences Problematic routines Inadequate supervision of common areas When the environment is arranged to prevent predictable minor behavior problems, the 7-10% of students who need more intensive intervention can be identified 5% to 7% of students account for 50% of behavior challenges Implementing School-Wide PBS Strategic planning to create effective and efficient procedures Staff Survey Data Behavior Incident Data Best predictor of future problem behavior Analysis of office discipline referrals For each problem, identify a prevention Teach rules, adapt/create routines, change physical environment, add supervision Implementing School-Wide PBS Communicate and Teach Expectations Plan ahead Begin the first day of school Re-teach, review, remind, regularly Rules Convey to students what teachers expect Guide student behavior Strengthen teacher monitoring and correction of behavior Routines: Implement routines that can prevent problem behaviors Classroom PBS Classroom expectations and rules must align with school-wide expectations Academic success = greatest deterrent to inappropriate behavior Organize curriculum, individualize instruction, evaluate student learning, adjust instruction Identify desired student behaviors Classroom PBS Effective Instruction and Student Behavior Research-based Instructional Practices Brisk instructional pacing Frequent review of students’ work Systematic and constructive corrective feedback Minimize pupil errors Praise correct responding Offer guided practice Model new behaviors Provide transitions between lessons and concepts Monitor student progress Classroom PBS When classroom behavior problems occur Examine the curriculum and teaching strategies Ask if behavior expectations have been both taught and learned Determine if responses to problem behavior are consistent across time, students, location Stimulus Control Stimulus control —relationship in which the antecedent (instruction) causes (cues) the behavior (student response) Discriminative stimulus —a stimulus that will reliably result in a desired behavior Example: After teaching the desired behavior, the teacher asks a question (discriminative stimulus) and students raise their hands Goal of classroom behavior management Develop stimulus control over pupil behavior Prevent problem situations from occurring Classroom Positive Behavioral Supports (PBS) Modify Tasks Reduce the amount of effort needed to perform the task Give student choices Pre-Correction Verbal reminders, re-teaching Prompts and cues Gestures, sounds, signals, notes, signs Hints, suggestions Opportunities to respond Increasing response rates Increase number of correct responses Increase task engagement Decrease disruptive behavior *Attention and Praise* Teacher-administered social reinforcement: Feedback—consequence of a behavior such as following a rule Weak influence on behavior Attention—can be nonverbal, positive, negative, or neutral Strong influence on behavior Approval—positive verbal behavior Strong influence on behavior *Conditioned Reinforcer* a consequence that has acquired reinforcing properties through association with previously established reinforcers Reinforcement a consequence that increases the rate and likelihood that the behavior will occur in the future Social—feedback, attention, and approval from teacher and/or peers Tangible—objects Edible—food *Extinction* - withholding attention (reinforcement) for a behavior as a way to eliminate the behavior Use only if attention from all sources can be withheld Will result in an initial increase of behavior Implement very consistently over time Apply differential reinforcement After appropriate behavior attend to, stand near, touch, look at, or interact with student Use extinction After inappropriate behavior withhold attention by looking and moving away or calling attention to another child Classroom PBS Group Management Systems Effective instruction Contingent praise and attention Reinforcement that comes from student success Systematic use of antecedents and consequences Setting Events – those occurring prior to challenging behavior, but not immediately prior, increasing likelihood challenging behavior will occur Non-classroom examples Fatigue, hunger, tardiness, not taking meds Classroom examples: Rules, routines, physical arrangements Classroom PBS Group Management Systems Using Antecedents and Consequences Systematically Level Systems—Limitations Not effective in promoting transition to less restrictive environments Might violate federal law Due process LRE Access to general education treated as a privilege to earn Not individualized Classroom PBS Group Management Systems Negative Behavior Management Strategies: Forcing a student to do something that he or she doesn’t want to Forcing a student to admit a lie Demanding a confession from students Using confrontational tactics Asking students why they act out Punishing students Making disapproving comments Comparing student’s behaviors to others Yelling Engaging in verbal battles Making unrealistic threats Ridiculing students Principles of ABA Behavior is controlled by its consequences Behavior is strengthened or maintained by reinforcement Behavior is weakened by withholding the consequences that have maintained it Behavior is weakened by punishment Self-stimulating behavior can be staved, including as a reward. If interfering with learning, worth trying to stop. We're not with the student every minute of the day. To effectively influence behavior, consequences must consistently and immediately follow the behavior they are meant to control. Behavior is strengthened, weakened, or maintained by modeling. Behavior is controlled by its consequences Antecedent—a stimulus that precedes the behavior. It may or may not serve as a discriminative stimulus for that behavior. Consequence—stimulus that occurs contingent on a particular response Behavior will be influenced by an antecedent stimulus when there is a predictable relationship between the antecedent and a consequence. Behavior is under antecedent stimulus control when an individual responds appropriately to an antecedent stimulus without always having to experience a direct consequence for the behavior. Behavior is controlled by its consequences Establish Antecedent Stimulus Control Predictable consequences for students who do and do not follow directions Systematically apply positive consequences to appropriate responses made in the presence of stimuli Shaping: Provide many systematic applications of consequences Reinforce approximations of desired behavior Develop a step-by-step approximation of the desired behavior and reinforce successive approximations Ex. Praise active student for remaining in seat for a few seconds Behavioral expectations are well above student’s ability to perform the expected behavior The teacher can settle for a lesser behavior while teaching and reinforcing the successive approximations Inappropriate for behaviors such as hitting, biting, etc. Consequences can affect behavior in three ways Strengthen—increase the frequency or likelihood that the behavior will occur Weaken—decrease the frequency or likelihood that the behavior will occur Maintain—do not change the frequency or likelihood that the behavior will occur Behavior is strengthened or maintained by reinforcement Reinforcement can be positive or negative What is reinforcing for one student may not be reinforcing for another The most effective strategies for increasing a desired behavior are based on positive reinforcement Positive Reinforcement: When the application of a consequence maintains or strengthens behavior over time What is reinforcing for one student may not be reinforcing for another Negative Reinforcement: Avoiding or escaping an aversive stimulus that serves to strengthen or maintain a behavior over time Behavior is weakened by withholding the consequences that have maintained it Extinction works if the consequences that are maintaining the behavior are known and able to be controlled Inappropriate for use when Behavior can’t be identified Reinforcer can’t be controlled Social interactions between students Bullying Self-stimulatory behavior Behaviors maintained by intermittent positive reinforcement such as out-of-seat behaviors that are maintained by some peer attention If you can’t ignore the behavior, don’t use extinction Behavior is weakened by punishment Punishment: Is a consequence Is defined by its effects on behavior Decreases the frequency of the behavior when it is applied Response cost is a form of punishment. Dr. Linas dislikes, but she's in the minority. Involves taking away, typically, such as taking away a minute of recess. Consequences must follow the behavior they are meant to control Contingency—planned, systematic relationship between a behavior and a consequence Must be consistent to establish this relationship and increase stimulus control over student behavior Behavior is strengthened, weakened, or maintained by modeling Demonstrate expected behavior Children imitate the behavior of models similar to them high status have been reinforced If model’s behavior is punished, imitators will suppress their behavior High status. Always peer models. Kids watch other kids. Systematic Procedures for Influencing Behavior Behavior Enhancement Self-regulation Social reinforcement Modeling Contracting Reinforcements (activity, token, tangible, edible, tactile, sensory) Behavior Reduction Differential reinforcement Extinction Verbal aversives Response cost Time-out Overcorrection Physical aversives Time out in room, but can't participate. Just outside the room. Intervention package--BIST--School-wide program, with safe seat, buddy room. Behavior Intervention Strategy Techniques. Regional around here. Behavior Plan can't use BIST. Behavior plan is individual, BIST is general. Systematic Procedures for Influencing Behavior Intrusiveness Extent to which interventions impinge on students’ bodies or rights Degree to which interventions interrupt regular educational activities Restrictiveness Extent to which the intervention inhibits students’ freedom to be treated like other pupils Intervention Packages Interventions are usually combined in "packages" to increase their effects on behavior Enhancement Procedure: Self-regulation includes three procedures Self-monitoring Self-evaluation Self-reinforcement Social Reinforcement Verbal feedback—mild reinforcer Social attention and approval (praise) Modeling Behavioral Contracting Formal written agreement between student and other person Specifies: the behavior to be increased or decreased consequences to be delivered criterion for determining if contract fulfilled Can make high-probability behavior (favorite activity) contingent on low-probability behavior (difficult academic subject) Can choose reinforcers from a menu Types of Reinforcement Activity—academic tasks, games, art, free time Token—conditioned reinforcers such as tokens, tickets, points, chips that can be exchanged for backup reinforcers Tangible—nonedible items such as stickers, stars, toys Reduction Procedures Positive reinforcement may need to be used with reduction procedures for students with more significant behavior problems Use less intrusive and restrictive techniques Use reductive techniques in the context of systematic positive reinforcement at a rate of four positives for every aversive/negative A unobtrusive, as little restriction as possible. Reduction Procedures From least to most intrusive and restrictive: Differential reinforcement Extinction Verbal reprimands Response cost Time-out Differential Reinforcement Procedure involves increasing reinforcement for replacement behaviors while reducing or eliminating reinforcement for unwanted behaviors Term reinforcement means increasing a behavior Types of Differential Reinforcement Differential reinforcement of low rates of behavior (DRL) Differential reinforcement of incompatible behaviors (DRI) Differential reinforcement of alternative behaviors (DRA) Apply reinforcement when the rate of the targeted (unwanted) behavior occurs no more than a pre-specified number of times Example: Reinforce student for talking out less than three times during English class Extinction Works by withholding reinforcement Weak procedure for severe behaviors Ineffective if reinforcement is not under control of the teacher Effective when paired with a differential reinforcement procedure Sensory Extinction An intrusive procedure in which the sensory consequences of self-stimulating or self-injurious behaviors are masked so that reinforcement is withheld Example: covering tabletop with felt so the auditory feedback of spinning an object is withheld Limitation—more intrusive procedure Systematic Procedures for Influencing Behavior Verbal Aversive Provide immediate feedback that behavior is unacceptable Serve as discriminative stimuli that punishment contingencies are in effect Effective with mild to moderate behaviors Be brief, make eye contact, and deliver privately to avoid unintended reinforcing qualities of attention Delivered to one student; can make impact on others When associated with other aversive backup consequences (response cost, time-out), verbal aversives acquire conditioned aversive properties Response Cost Loss of a reinforcer (not the one that is maintaining the behavior) contingent on an unwanted behavior Must give something to take something away Works well in conjunction with token system Plan system so that students don’t lose more than they gain To avoid arguments, make the response cost two items or tokens. When student willingly accepts the loss of two, he/she then earns back one item or token for cooperating with the consequence Cognitive behavior requires all focus and attention. One thing at a time. Associative behavior is something you can do with something else at the same time. Incompatible behaviors: If you are sitting in your seat, you can't be walking around the room. Time-Out Time-out from positive reinforcement Planned ignoring Contingent observation Exclusionary time-out Seclusionary time-out Planned Ignoring Systematic withholding of social attention for the length of the time-out period Effective if teacher attention during time-in is associate with positive reinforcement Contingent Observation Student can remain in a position to observe the group (and continue to get instruction) but is not participating or receiving reinforcement for a period of time Exclusionary Time-Out Student is physically excluded from an ongoing activity Seclusionary Time-Out Student is removed from instruction to a specified area such as a time-out room Overcorrection Student writes on table and has to clear 4 times. Time intensive, but effective. Positive Practice—student repeats a behavior as a consequence for displaying an unwanted behavior Example: When student engages in hand flapping (unwanted behavior), he repeatedly places hand on the desk (positive practice) Is aversive to students/staff Research is unclear as to efficacy Restitutional overcorrection—student overcorrects the effect of the unwanted behavior on the environment Example: Student tears the papers off the bulletin board (unwanted behavior) and is directed to fix the bulletin board and straighten the classroom (overcorrection) Is aversive to students/staff Physical Aversive Substances having aversive tastes, odors, cold water, and physical aggression have been used to reduce very severe maladaptive behaviors Professional organizations have policies against these approaches Corporal punishment is prohibited in most states and some Texas school districts Lack of empirical studies support its effectiveness Additional Notes Chapter 2 (2/6) BEHAVIOR Externalizing behaviors are behaviors that are directed outward (outside) the person towards other people or things. Examples include hitting another person, turning a chair over, aggression. Can be very aggressive. More emotional than purposeful. Yelling. Aggression. Breaking down. Sobbing. Tantruming. All have in common that you can see or hear them. They are all visible. Hyperactivity for ADHD is a manifestation of the behavior. Turrets corborarialia verbal tic is “damn” at the top of their lungs. Usually starts in adolescence. Behavior: anger is an externalizing behavior outwardly directed. Fighting. Aggression. Destruction of property. Aggression against animals. Possible behaviors associated with MR: Screaming. Yelling. Overly, inappropriately affectionate. A lot of aggression. Big tantrums. Throwing objects. Getting into things. Externalizing behaviors look like something. Internalizing behaviors are behaviors directed inward, self-directed behavior (can’t see). Rage disorders can have a passive appearance. Depression. Very withdrawn. Social isolation. Anxiety. Eating disorder—ultimate internalizing disorder. Dystimia—pre-depression. Not quite depression but lasts a long period of time. Behavior. Biggest challenge is the identification of behavior. People had trouble coming up with a discrete description of behavior. If I’m going to address a behavior, it needs to be pretty specific. Not raising hand before speaking. Behavior is something pretty discrete. If you can’t visualize it in your mind, it’s probably not a behavior. Environmental variables. Noise. Light. Temperature. Visual stimulation. Can be a distraction. Set off anxiety. Impact learning and concentration. Make it tough. HOW DO WE SET UP A BEHAVIOR PLAN FOR SCHOOL? POSITIVE BEHAVIOR SUPPORTS Has to be in place. Everything we do in classroom has to be compatible for everything in the building. Has to be consistency across environments. Plan is aimed at the 90% who do well. If you can identify the 10%, they need the first rewards. Identify antecedents. Gather and analyze data. Set rules, basically respect self, others, and property. Teach expectation to all the classes. Everybody has to talk to everybody. Everything must fit within the school-wide plan. How do you know who to reward when!?! Seventh grade team: School-wide initiative. Monthly character training. Take positive Sixth graders: Analyze problem. Are there new students? Causes? Time of day? Collect data. Survey faculty. Physical arrangement-check and moderate temperature. Mentoring and buddy system. Review leaning and entering cafeteria and other rules after break. Cafeteria monitors, more supervising, 8^th graders. Analyze and pick up if needed or slow down the pace if needed. If finished eating, can check out a book in the library. 6^th grade handbook, under school-wide system. Make sure problem class is behaving and not causing problems for others. Student posters. School is cool—check in when first arrive for few minutes with 8^th graders or counselor to make sure on time. Recognition and reward thing is difficult. There can’t be caps (e.g. 10). The big 12 or 14 for graduating seniors. SPED Show expectations in the hallways. Review after spring break. Review consequences. Post expectations. Have expectations posted in the hallways. Example rewards: If all office referrals dropped 10%, then everyone gets a reward (movie). 8^th grade gets party at end of semester, 6^th end of each quarter, SPED each month. Needs to be consistent. Terminology does not have to be consistent, but expectations need to be compatible with school wide system. Classroom rules and expectations should always be written in positive terminology. NEVER say no running, say walk. Never have NO part of a rule. Hands in pockets instead of no hands on walls. Or hands folded or in pockets is clear. PRINCIPLES OF ABA Applied behavior analysis is a step by step discrete process, which should not be attempted unless you are trained, competent, and practiced in it’s application. You can do real harm. Behavior is controlled by consequences. Behavior is strengthened or maintained by reinforcement. Behavior is weakened by withholding the consequences that have maintained it. Behavior is weakened by punishment. To effectively influence behavior, consequences must consistently and immediately follow the behavior they are meant to control. Behavior is strengthened, weakened, or maintained by modeling. If modeled appropriately, people are influenced by people who are valued or respected.
Chapter 7 Disruptive Behavior	EDSP 514 Chapter 7 Disruptive Behavior Adapted from Borreca, E. A., Langford, T. & Stack, E. Behavior Disruptive Behavior Interferes with the learning of others Communicative Function of the Behavior Attention getters Gain approval Avoid assignments Test rules Add drama to boring situations 4 Intervention Types Environmentally mediated interventions Teacher mediated interventions Peer mediated interventions Self mediated interventions Environmentally Mediated Interventions Classroom environment Rules Curriculum Pacing Style Scheduling Classroom Design Environmentally Mediated Interventions To Rule or Not to Rule List specific rules in writing. State all rules in the "positive." Reformat a "NO" rule by substituting the incompatible behavior. Situation specific. Environmentally Mediated Interventions Use only enforceable rules Describe appropriate behavior Engage student input Environmentally Mediated Interventions Teacher Movement Patterns Teacher-student proximity Increases opportunity for positive reinforcement Caution: Also increases opportunity for punishment Teacher-Mediated Interventions Monitoring Teacher Verbal and Nonverbal Behavior (Positive and Aversive) Teacher praise increases desired behavior. Teacher attention increased undesired behaviors Aversive management temporarily suppresses undesired behavior in target student Caution: May strengthen undesired behavior in other students Teacher-Mediated Interventions Reprimands Public humiliation increases anger and opposition. May escalate to an unsafe situation Physical Interactions Therapeutic holding requires IEP. Maintain distance in all other interactions. Honor personal space. Teacher-Mediated Interventions High-Probability Request Sequences Deliver 3-4 requests with high probability of student follow-through Immediately follow with request that is generally refused Praise-and-Ignore Approach Use for attention-seeking behaviors. Behavior will increase/escalate before decreasing Combine praise with ignoring. Teacher-Mediated Interventions Differential Reinforcement of Other Behavior (DRO) Reinforce for NOT EXHIBITING the target behavior during a time interval Differential Reinforcement of Low Rates of Behavior (DRL) Gradually reduce behavior by reinforcing progressively lower rates of the behavior. Apply to swearing, obscene words, inappropriate questioning, negative verbal statements, teasing behaviors. Teacher-Mediated Interventions Public Posting Post student grades (preserve confidentiality) "Best Record" Progress of Disruptive Behavior Contingency Contracting Mutually agreeable tasks Negotiate criteria, mastery, and evaluation method Negotiate reinforce for mastery Select activities, items, or privileges Review at frequent intervals Teacher-Mediated Interventions Token Economy Exchange token for back-up reinforcer Progress from basic compliance to self-evaluation and monitoring Select "important" target behavior for class reinforcers and fines Token Deliver reinforcer only as a consequence of the desired behavior Reduce tokens as program continues (More work = token, More time on task = token) Peer-Mediated Interventions Group Goal Setting and Feedback Students receives a daily behavioral objective Students evaluate progress Students vote on progress to objective Peer Monitoring Teacher-appointed captain distributes or withdraws points Peer-Mediated Interventions Peer Manager Strategy Students monitor and note interfering or positive behaviors at select intervals. Whole-group assessment preferred to avoid punishment ("ganging up") Teacher asks at planned intervals: "How are we doing?" Group Contingencies Dependent Group Contingency Performance of a select group of students determines consequences of entire class or group Recommend if NO antisocial behaviors exist within the group Peer-Mediated Interventions Independent Group Contingency Each person receives consequences independent of the group. Interdependent Group Contingency Prescribed level of behavior = group reward or consequence Caution: Avoid Response Cost Use successive approximation strategy Self-Mediated Interventions Self-Evaluation Student counts behaviors Self-graphing Self-Instruction Training statements to accomplish positive behavior
	2/20 Chapter 8 Improving School Survival Skills and Social Skills Note charts on pages 224 and 226. First half of chapter is about hidden curriculum. Child may have little knowledge, never trained, etc. We assume that the children know how to get there, have supplies, take tests, and so on. The hidden curriculum is that they are penalized if they don't know school survival skills. Signal before B flat bell sounds. Cover speaker. These are environmental interventions. Adapted from Borreca, E. A., Langford, T. & Stack, E. Assessing School Survival Skills Promote Self-Determination Evaluate school survival skills Determine student Needs to succeed Alternative appropriate behavior Training for alternative behavior Teacher-Mediated Strategies General Guidelines Modify pace and scheduling Allow occasional failure Review difficulty of assignment Frequent performance feedback. Develop, teach, rehearse system for requesting help Study aids Managing Routines State, explain, and demonstrate Rehearse routine Reteach and reinforce Study skills Time management Scheduling Distributed practice Generalization through homework Peer-Mediated Strategies Peer Tutoring Tasks that are modeled or prompted. Simple task with simple evaluation. Tutor partners Reflective listening Proactive feedback No put-downs Cooperative Learning communication prerequisites leadership decision making conflict resolution Deficits in social skills: Doesn't know skill. Knows skill intellectually, but can't do it well or regularly or totally. Fluency is she can do it sometimes. Social Withdrawal Avoiding/escaping social contact Maintained by negative reinforcement Anxiety Selective mutism Pervasive Developmental Disorder Psychotic behavior Ineffective strategies peer-mediated strategies do not punish avoid alone time maturation does not remediate Social Skills Deficits Acquisition Performance Fluency Social Skills Instruction Setting Assessment Cultural sensitivity Competing behaviors Modeling Role-playing Performance feedback Social Skills: Teacher-Mediated Strategies Instruction naturalistic setting cultural sensitivity Replacement behaviors Use models Role-play target skills supportive feedback overlearn skills to generalization Social Skills: Teacher-Mediated Strategies Curriculum Skills*(see additional handout) Psychological Skill Areas Asking for help Giving directions Expressing affection Expressing a complaint Responding to contradictory messages Responding to anger Preparing for a stressful conversation Determining responsibility Setting problem priorities Dealing with being left out Persuading others Following instructions Social Skills: Teacher-Mediated Strategies Psychological skill areas (cont) Responding to the others’ feelings Responding to a complaint Responding to persuasion Responding to failure Dealing with an accusation Dealing with group pressure Social Skills Curriculum Teach, role-play, rehearse behavioral skills Cue cards Link to real-life situations Published curriculum Social Skills: Peer-Mediated Strategies Include peers in the intervention Peers preferred to adults Identify pro-social peer group to model and role-play. Social Skills: Self-Mediated Strategies Useful for performance or fluency deficit Identification of social skill Student collects personal interaction data Self-reinforcement of skill performance
	EDSP 514 Chapter 5 Monitoring Student Progress Adapted from Borreca, E. A., Langford, T. & Stack, E Overview of Classroom Measurement Formative Evaluation IEP Objectives and Progress BIP Data Collection Determine Program Modifications Summative Evaluation Students whose programs are systematically monitored and adjusted make greater gains. Visual Analyses results in even higher student gains. Overview of Classroom Measurement Instructional Time vs. Data Collection Time Results-Based Measurement vs. Instructional Decision-Making Data Standardized Testing Requirement vs. Data-Based Instruction Requirement (No Child Left Behind Act, 2001) Classroom Measurement Systematic data collection: Making instructional decisions, Providing feedback student/others regarding the effectiveness of instructional and behavior intervention programs Providing common basis for discussion among parents, teachers, students and Increasing student performance. Establish a clear definition of behavior On task behavior is very difficult, for example, because we can't tell what's going on inside someone's head. Measure Identified Objectives Measure Social Behavior (Target/Replacement Behavior) Organize Data (Chart/Graph) Chart Indirect Measures of Social Behaviors Counting points is not as effective as counting behaviors Measuring Student Progress Monitoring Procedure Types of measurement 1. Frequency: How often a behavior occurs per time period observed 2. Duration: Length of time of behavior 3. Latency: Delay between prompt and response 4. Intensity: Frequency and duration of a behavior (tantruming) 5. Locus: Location of occurring behavior Monitoring Format Direct Measure vs. Indirect Measure Typical Rates of Target Behaviors Discrete-- Behavior happens in isolation (once) Continuous Behavior-- Talking. Whatever annoying behavior they exhibit that feels like all the time. Measuring Student Progress Monitoring Format 2x week monitoring-- Take at twice a week for academic monitoring. More is too hard. We don't learn that fast (not much increase on a daily basis) Daily monitoring for behavior. recommended for priority social behaviors. recommended to increase academic achievement. Might be patterns. A social behavior, so might miss the one big event. Record across settings and activities (gym, bathroom, etc.) Control observation time (consistent data) Measuring Student Progress Recording Strategies Frequency Counting Academic Responses Counting Number of Trials to Performance Criterion Duration Recording (out of seat, on task) Record cumulative time/duration per occurrence Response Latency Recording (take your seat) Record time from verbal instruction to compliance Measuring Student Progress Interval Recording (stereotypic behaviors) Handclapping. Only happens at intervals. If you make big enough intervals, start to see patterns. A-B-C Record when behavior occurs in brief intervals. Time Sampling You can't teach while you're doing it. Record at set intervals or variable interval schedule. Record multiple students and behaviors. Record each student (10 seconds in sequence). Dysconesia--Not purposeful movement Measuring Student Progress Probably don't want: Portfolios Performance by Permanent Product Collect behavior, academic, metacognitive or strategic learning, language development, cultural, or climate response records. Correlate to outcomes or standards Base on teacher analyses or rubric Compare to IEP Objectives Measuring Student Progress Observer Agreement--More than one person taking data. Evaluate definition of behavior. Evaluate the adequacy of a behavioral definition--Need matching definition. Calculate the percentage of inter-observer agreement We want 85% or better inter-rater reliability. Event, frequency or rate data, two observers count the number of the target behavior observed May be observer distraction, observer bias, may be immune to the behavior so don't even see, may be in different parts of the room (so see things differently). EDSP 514 Chapter 6: Evaluating Intervention Effects Adapted from Borreca, E. A., Langford, T. & Stack, E Graphing and Charting Types of Graphs and Charts Bar Graphs show progress toward a specific objective Reinforcing for student Cumulative kind of thing Not used for decision making Frequency Polygon Reports frequency, rate, or percentage data Equal interval data Progress Graph Chart progress to mastery Performance Graph Reports a change of a single behavior Take baseline data, intervene, then see how did after intervention. Useful for social behavior, unless using direct teaching method Graphing and Charting Graph or Chart Construction Condition lines designate changes in instruction or intervention Baseline Record at least 3 data points for academic targets, 7 data points for social behavioral targets. Take data longer for behavioral change. Get at least three days of data collection. Anybody can have a great day or a bad day. Intervention then take more data. Phase change line Indicates reinforcement or instructional change Data-Based Decision Making Visual Data Analysis (Chart or graph and picture of baseline and intervention data) Never manipulate more than one variable at a time. Identify functional relationship between environmental relationships and the target behavior Manipulate variables one at a time Curriculum, reinforcers, instruction. Variables like fire drill may cause problems never expected. Assess current performance Measure target behavior on several sessions for preintervention baseline data Data-Based Decision Making Analyzing Level Changes Level change refers to the amount of relative change within (contained) or between (group A and group B) conditions. Subtract ordinate values of first and last data points Note whether the change is improving or decaying Static movement of data points suggests weak intervention effects (not working) Is behavior improving or decaying? Analyzing Data Trends Trend lines show path of data dependent on condition or intervention (Lines that are not the baseline). Show if behavior is escalating or decreasing. Accelerating trend suggests increase in target behavior based on reinforcement Decelerating trend indicates punishment or extinction is operating Stable data points following intervention indicates that recurring baseline variables may be treatment variable (i.e. teacher attention was not controlled during baseline). Overlap between baseline and intervention data suggests weak intervention effects Delayed accelerating trend followed by a positive change may suggest initial training steps were unnecessary. The things they had to do initially weren't necessary. Maybe step 4 is the one that words. Decision Rule to change intervention if 3 consecutive data points fall below desired aim line. Change intervention if isn't working. In some instances it will get worse before it gets better.
Chapter 9	CONDUCT DISORDER (Book is wrong. Not the same thing as anti-social behavior). Childhood onset is age 10. Childhood conduct disorder is resistant to change. If you have not made significant changes prior to age 11, the best you're going to do is to maintain the behavior at that level. It is likely that this child will end up in prison or worse. Typically male, physical aggression, very disturbed if any, oppositional defiant disorder. Adolescent--no criteria prior to adolescent. Grow up to have anti-social personality disorders. Severe--many problems or conduct has severe consequences. State of Missouri has decided that if the child is diagnosed with a conduct disorder that's antisocial behavior and we don't have to provide services. Missouri is one of very few states. In Missouri, no kid is ever diagnosed this way. These kids seem to have a lack of conscience. They live comfortably with themselves. They don't get it to get attention, it's just what they want to do. People under 21 in prison, enormous number of kids in special education or should have been, mild to moderately mentally retarded. Chapter 9 EDSP 514 Chapter 9 Addressing Aggressive Behaviors Adapted from Borreca, E. A., Langford, T. & Stack, E. Aggressive Behavior Documentation and understanding Strategies Teacher-Mediated Peer-Mediated Self-Mediated THIS WEEK: WRITE UP ABC CHART Identify student, 2 behaviors, and figure out the antecedents and consequences. Consequences are not necessarily a bad thing. Table 9.1 has good tools.and see table 9.5. Teacher-Mediated Strategies Academic Intervention: Make sure kid has capacity to do the work. Verbal De-Escalation: Anger Management Training Social Competence Training Contingency Management Strategies Token Reinforcement Response-Cost Time-Out & Seclusion: Getting a lot of attention in special education--Punishment is controversial. Time out, seclusion, and restraint will no longer be used. Crisis Intervention: Not popular any more. Academic Intervention Frustration: Kids act out when frustrated. Assessment --academic skills necessary? ability achievement --tolerance--What is the child's tolerance for frustration? Everyone has a different tolerance for frustration. --attention: The kid who is distractible pays attention to everything. The kid with a short attention span pays attention to nothing. Kids with hearing problems hear too much. What is the kid's capacity for attention? --distractibility Verbal de-escalation Identify the real problem: What's really wrong? Choose battles carefully: Is it really worth going to war on this one? If you don't think you can win, walk away. Like planned ignoring. Always consider How well you know your students What is typical development? normal developmental patterns Set reasonable limits. What I think is reasonable may be different from what others think is reasonable. Hold student discussions privately Saving face is crucial to adolescents Avoid needing the last word power struggles: Don't get into power struggles. You will lose. If you lose one power struggle, it will be over. Sarcasm is never a good choice in a classroom, particularly kids with special needs because they don't get it. ultimatums What if you issue an ultimatum and they say "I don't care." Where do you go from there? You can't make anybody learn. No-- "sit down." Yes--"I would like everyone to sit down." Think about the fact that you CAN'T make the kid do anything. Every time you tell the kid to do something and they don't, then you lose. None of us can make anyone do anything. Anger Management Training Goal To help students: Identify anger antecedents Identify own reactions Select good choices/alternatives Social Competence Training Social skills deficits impact aggression contingency management generalization across settings generalization across people Contingency Management Strategies Token economies Contingency contracts Time out from reinforcement Pinpoint behavior (operationalize) Identify antecedents Intervention Change antecedents Example Antecedent: Teasing Intervention: 1. Eliminate teaser’s access to student 2. Reinforce competing behavior Set up competing behavior! 3. Response-cost Keep positives to negatives a minimum of 4 to 1! Token Reinforcement - Response Cost System of tokens/points for preferred behaviors and fines for undesired behaviors. Tokens for specific, identified behaviors. Response cost--lose token every time you use an aggressive behavior. You have to keep a balance. Need way more things they can get points for than what they can lose points for. Can't be set up on a daily basis in case kid loses all points by noon. Needs to be on a circular basis. Never allow them to go in a hole. Critical that the kid never hits zero. For a whole class, probably not past middle school. Individually can work at every level--never too old. Guidelines System Design Tie to reinforcement system Students can never lose more tokens than those earned Circular in nature Identify target behavior for token reinforcement Implement reinforcement immediately when behavior occurs Reinforce all other appropriate behavior with praise Identify target behavior for response cost Implement response cost immediately when behavior occurs Be impersonal when points are lost Be 100% consistent --do the best you can. Time-Out & Seclusion Designed as time-out from reinforcement Used as punishment Removal from peers Removal from classroom Not such a good idea: in school suspension or out of school suspension Often ineffective Removal preferred to attendance Aversive classrooms Failure May be considered somewhat controversial Don't get restraint training--Restraint will be gone. Time out will be gone soon too. Crisis Intervention Find out. District-wide/School-wide plans Classroom plan Teacher roles Coursework & certification Don't touch anyone. Step back, do what's required of you, and let trained people take care of it. Students with Mental Health Challenges Do’s:(get quieter, ask one question at a time, stick to current issues) Stay calm Keep communication simple, clear, brief Ask one question at a time Stick to current issues Timing Acknowledge what has been heard and expressed (reflective listening) If appropriate Help identify feelings (I hear what you're saying and you sound angry. Is that right?) Show empathy Minimize distractions (Maintain privacy, best not to have an audience) Awareness of nonverbal communication/behavior Students with Mental Health Challenges Don’ts: Argue, talk down, or yell Interrupt Personalize Diagnose (name calling) Give advice (The child is not our child. The child has parents. Don't give advice in anything other than what we are teaching them. They are not our and we do not have the right to teach them our values.) Generalize Peer-Mediated Strategies Use the student’s peer group to reduce aggressive behaviors Conflict resolution (Peer Mediation) Peers meet with classmates and help work out problems Training Adult supervision Peer confrontation Peers confront the inappropriate behavior Identify effects of behavior Joint problem solving Adult supervision and training Peers as teachers of anger management Peer trainers (nondisabled students) instruct classmates with E/BD to control their anger Scripts, role-play situations Adult supervision and training Self-Mediated Strategies Self-management unsuccessful alone Interpersonal behavior Additional methodology contingency management alternative behaviors self-recording ABC analysis
Child Behavior Profile Assignment & Grading Rubric -Parts A & B	Part A assignment (4-8 paragraphs) We did not understand the assignment the way Dr. Linas intended. Third person. Formal report. John appears to exhibit aggressive behavior as demonstrated by. . . . Abbreviation has to be spelled out first time. This needs to be about behavior and nothing else. Academics are not part of this assignment unless as it affects his behavior. Background History John is a seventh grade student at x middle school. He receives special education services. . . Blah, blah. Family and cultural background tied to behavior. Connect family to impact on behavior. Family values may be in place but they are not reinforced. Interview the child. Address the issue or explain why the information is not available. Make connections to behavior. Developmental history is only important in knowing how we got to where we are. No school history unless it explains how the student got to where he is. Strengths and Needs Looking for behavioral strengths and behavioral needs. If child is impulsive, but recognizes he shouldn’t have blurted, that recognition is a strength. May take some thought to find the behavioral strengths. Then go on to describe the behavior. He demonstrates ____ on a regular basis by _____. What the behavior is and how it’s demonstrated. Avoid stating opinions. Don’t diagnose in writing. List all behaviors then list all the supports in place. There are probably some supports in place designed to help more than one behavior. Can be schoolwide or classroom, signal system, whatever. There shouldn’t be a conclusion yet. It will come at the end after describe student, done the assessment, evaluated the data, etc.
Chapter 10	3/6 A precursor to cutting is drawing / coloring excessively. Sometimes the student will draw down pants leg. Sometimes will draw on arm. Experimenting with a one time thing, would not classify. Self-stimulatory behaviors tend to be associated with more serious behavior disorders. If you have a child engaged in self-injurious behavior, report it to the team. You are not the one who should take the data and remediate. This kind of behavior is serious. Chapter 9 Developing Alternatives to Self-Stimulatory and Self-Injurious Behavior Adapted from Borreca, E. A., Langford, T. & Stack, E. Self-Stimulatory Behavior (SSB) Repetitive, frequent and highly consistent behaviors No apparent positive environmental consequence. People with more severe disabilities are more likely to have self-injurious. Do not cause physical injury AKA: stereotypic or ritualistic Can become self-injurious People w/ more severe disabilities Maintained by perceptual reinforcement that produced Individual controls the perceptual reinforcement. If the student really likes the behavior, the student controls how much he or she does. Perceptual reinforcers are Student thinks he/she gets something out of it (sound, touch, the release of flapping hands) Whatever the child gets out of it, has something to do with sensory. Something in the behavior is very reinforcing. Primary Durable Not as vulnerable to satiation as other reinforcers Sometimes hard to differentiate if it's a tick. Hiccup, cough, throat clearing, etc., and sometimes hard to tell the difference. Self-Injurious Behaviors (self-mutilating/self-destructive) Development Begins in infancy or before the age of 2 behavior is a strong perceptual reinforcer child learns to skillfully repeat Description Chronic, repetitive acts Hurt/harm the person exhibiting them Co-occurring with other behaviors Lots of kids with developmental, neurological, psychiatric, & genetic disorders demonstrate this kind of behavior. Sometimes done along with something else. Other behaviors can be in place at the same time. Self-Injurious Behaviors (SIB) 5 Categories Striking oneself Biting or sucking body parts for the purpose of drawing blood and causing harm and damage. Pinching, scratching, poking, or pulling body parts Repeatedly vomiting or vomiting and reingesting food. Rots teeth. Similar to bulimia. Consuming nonedible substances, pica. Kids diagnosed with pica typically prefer real food, so provide edible substances as reinforcement for eating nonedible foods. Hitting oneself any time, anywhere, but doing it on purpose or repeatedly. SIB and SSB Assessment and Interventions Effective programs increase alternative behaviors No Aversive techniques until specially told to do by director of special education. Know: may be prohibited (state law &/or school district) When legal used only as last resort by: fully trained, adequately supervised caregivers In writing--parent informed consent in context of functional analysis after benign treatments Avoid spraying water in the face, for example. Teachers are liable for everything that happens in the classroom. Join NEA if you set foot in a school. Putting gloves on a child is a restraint, but not an adversive. SSB & SIB Functional Relations You have to conduct a functional analysis or assessment to find out what is going on. Demonstrates cause and effect relationships between the behavior and the environment. Need A-B-C analysis. Functional analysis clarifies. Motivational Conditions -- Hardest part of the chapter. What maintains behavior. Behavior maintained Social attention—verbal or nonverbal feedback Tangible consequences (i.e. preferred activity) Avoidance of something disliked (i.e. seatwork) Sensory feedback from the SIB SSB, SIB, and Functional Relations Motivational Conditions for SIB Behavior is maintained by: Social attention—verbal or nonverbal feedback of others Tangible consequences (ex. access to play activities) Avoidance of a disliked situation (difficult lesson) Sensory feedback from the SIB Motivative Operations (MOs) Establishing Operation -- a setting event Environmental event, operation, stimulus, antecedent or setting event (loud continuous drumming from class next door) Increases reinforcing effectiveness of other events (disliked activity – seatwork) Increases the likelihood of the problem behavior (paper-shredding) Example: frustrating task in the afternoon increases likelihood of SIB Motivative Operations What Works - Functional analysis focusing on identifying EO conditions (setting events) Interventions designed to eliminate setting events associated with low rates of problem behaviors If you can change the setting event, you are likely to reduce the behavior. Assessment of SSB Team determination & responsibility Determine if behavior warrants treatment - interferes with attention to instruction - interferes with task completion - may become self-injurious SSB intervention strategies Enriching the environment Social reinforcement Reinforcing alternative behaviors Noncontingent reinforcement Perceptual reinforcement Stimulus variation Sensory preferences Response-reinforcer procedure Sensory reinforcement Automatic reinforcement Sensory extinction Environmental safety (critically important. Many classrooms are dangerous. Consider how many weapons are available.) Assessment of SIB Qualified Professionals or Trained Team Identify physiological and or biological factors Analyze the interaction between SIB and environmental variables Design an intervention Monitor the progress of the intervention (what you will be responsible for) Intervention Strategies for SIB Environmental changes Differential reinforcement of other behaviors (DRO) Interruption and redirection Extinction Effort Restraint Movement suppression procedure Stay away from red tattoos because they are very difficult to remove later. Splinter skills: Student can do one thing very, very well.
Chapter 4	Chapter 4: Assessment-Based Intervention Planning Assessment-Based Intervention Planning IDEA 2004 stipulates that schools must conduct Functional Behavioral Assessments (FBA) of students with disabilities whose behavior prompts a change in educational placement, including: Suspension Expulsion Assessment-Based Intervention Planning Following completion of the FBA, a Behavior Intervention Plan (BIP) addressing the student’s problem behavior then must be developed. Why do assessment-based intervention planning? Required by law. interventions based solely on punitive consequences are ineffective Predicated on the fact that misbehavior happens for a reason Knowledge of the reason can lead to an intervention design including both disincentives for problem behavior and teaching/reinforcing desired behavior. 3 Major Differences Conventional attempts to resolve behavior problems & a BIP are: A BIP intervention is based on the function of the problem behavior. Plans are typically developed by a team BIPs are formalized in writing and implemented exactly as written BIP Planning Requires (Whole Thing is Data Based) Multiple and various levels of assessment Data collection must support everything Tailoring strategies to specific student characteristics the persons implementing them (have to be able to do it) settings in which they are used. Purpose (Reason for the assessment) The purposes of the assessments are to: Identify problem behavior and determine whether intervention is warranted (is it needed?) Analyze the problem in terms of the context(s) in which it occurs Develop hypotheses about the factors that may be causing or contributing to the problem (examine Antecedents - Behavior - Consequences) Develop potential intervention strategies that address the relevant characteristics. Hypotheses Hypotheses are tested by: 1. Systematically altering predictor variables (antecedents) 2. Observing the effects on the target behavior. Take data! Even if you don't know what to do with it long term, take data. 3. Educational behavioral assessment involves the evaluation of observable student behaviors across the range of environmental settings in which they occur. (see it in the environment where it happens. Not assigning intent or purpose. (NOT traditional mental health assessment of what is underlying the behavior) VERSUS Traditional mental health assessment focuses on internal processes that are assumed to underlie overt behavior patterns. Behavioral Contexts Behavioral contexts include: 1. Settings 2. Playground Available equipment Peer participants 3. Single classrooms Reading group, science class, etc. There's so many smells and so much stuff in science classroom. 4. Consider 5. Differences across behavioral contexts Other persons--Who are the other people involved when there's a problem behavior? Behavioral expectations Amount of structure--How much structure does the student need? Likely interactions Goals of Behavioral Assessment 1. Identify specific interpersonal (who is there, how effectively do you communicate with that person) and environmental variables (too hot, too cold, too noisy, sensory things happening) within settings that influence behavior 2. Analyze behavioral expectations of various settings (expectations in art are not the same as language arts or lunch, for example) What are the different expectations in the different settings? 3. Compare expectations and behavior across settings. Looking for patterns across settings. Identifying Problem Behavior Standards for social behavior --Evaluate the behavior in question relative to the expectations for social behavior in specific settings Rule out medical explanations --Medical diagnosis/problems may underlie student behavior problems.. Was the student on medication but not any longer? Ask the classroom or school nurse. Check IEP. Can, but be careful about asking parent. Don't ever say "Looks like your child might have ADHD, you might want to have him evaluated"--the school district becomes responsible forever for the doctor bill, medicine, and follow-up. NEVER recommend a child be evaluated. If asked: "Should he go to the doctor?" "That's up to you." ALWAYS bump it up to the special education director or someone like that. YOU WILL BE FIRED FOR SUGGESTING EVALUATION. Do nothing other than observe. Check out with administrator before writing a letter. Identifying Problem Behavior Social validation of problem behavior Do significant persons agree that a problem is serious enough to require intervention? Behavior problems don't typically exist only in one place if they are real. Asking the other persons Direct observation To validate existence and severity of problem Simultaneously observe the target student and a typical peer Assess differences between student’s behavior and that of behaviorally typical peers. Consider whether behavior is deviant with respect to the standards of student’s cultural reference group. Screening (taking a quick look, an overview) Make sure there's really a problem. Screening procedures include: (file, grades, old reports) Direct assessment of behavior through direct observation Indirect behavioral assessment Checklists and rating scales Teacher rankings Self-report measures Sociometric procedures #1: Assess the Student’s Behavior What does the problem behavior look like? Under what conditions do problem behaviors tend to occur? Under what general conditions do desired behaviors tend to occur? #2: Propose a Hypothesis CA-B-C Analysis) To identify recurrent patterns, analyze data from Setting events Antecedents Consequences Use results to answer questions about the contexts in which the behavior occurs. #3: Assess the Validity of the Hypothesis This is the process of changing conditions while observing their effects on the target behavior If a systematic alteration of certain events *reliably* (consistently) increase or decrease a specific behavior, there is a predictable, functional relationship between the event and the behavior. #4: Design an Intervention Successful FBA identifies the function(s) served by the target behavior ----------------What the behavior achieves or avoids Successful FBA may identify the desired/expected behavior (replacement behavior) that should occur ----------------Must serve same function (response equivalency) outcome or consequence quickly, consistently, and w/same quality of maintaining consequence (response efficiency) Successful FBA may identify status of availability of prerequisites (Do I know how to raise my hand? Do I have the needed skills?) to student acquisition of replacement behavior. If student doesn't have the prerequisite skills, the replacement behavior will not work. May need to teach the prerequisite skills. Teach in sequence and teach steps. #4: Design an Intervention-- How to manage it? Nonverbal prompt, checklist, etc. Reduce instance of Target Behavior: Address issue of managing the target behavior Regard target behavior as error, not intentional misbehavior. Provide an error correction procedure, not punishment. Reductive procedures may be required if target behavior poses a risk to the safety or interferes with learning Include strategies of crisis management if the target behavior poses danger (go to the building) Integrate into the student’s overall program and daily routines (easy on paper, not in practice) #5: Collect Data on Effectiveness and Adjust as Needed: So important. Take data every day during analysis. How you make decisions. Careful and continuous monitoring (data collection) of the effects of BIP is critical Data provides basis for decision-making The long-term & intermediate objectives provide a framework for evaluation (required in many districts) If short-term objectives not met, reassess intervention -look at the data patterns -reanalyzing FBA data -conducting additional assessments #6: Write Long- and Short-Term Intervention Objectives Write behavioral objectives that describe the behavioral outcomes to be achieved following intervention. A well-written behavioral objective -observable and measurable terms the -terminal behavior the student is to demonstrate (know where you're going--raise hand before speaking) -conditions under which the behavior should occur (100% of the time) -criteria for acceptable performance
Chapter 11 Psychiatrist diagnosed medical	EDSP 514 Chapter 11: Supporting Students with Psychiatric Problems Adapted from Borreca E. A. Langford T. & Stack E. Facts One in 10 children and adolescents suffers from a mental illness serious enough to impede development and learning (U.S. Surgeon General 2001). Fewer than 1 in 5 of these youngsters receives needed treatment. It is estimated that between 2.5 million and 5 million children are not learning in school because of these problems. Students who are suffering from a mental health disorder or a substance abuse problem are: less successful in school more susceptible to negative health consequences (shorter life, aches, everything hurts) have fewer skills at socializing (don't have social skills, peers avoid because "weird") An "overly sexualized child" is usually a sign of sexual abuse. Mental Health Prevention Services (CARE team, Child Study Team) Some kids referred to nurse, counselor, special services. These teams were originally set up to deal with substance abuse issues. Student Assistance Programs Different names in different schools Initially intended to deal with substance issues now used to identify mental health issues also NOT intended to diagnose mental illness or addiction but to REFER students for counseling or treatment. Teams do NOT diagnose. Don't write on paper or state orally to parents. Teachers are not trained, not legally qualified, so just cannot do. Refer to the principal, school psychologist, school social worker, coordinator. If a parent is interested--their physician is interested in how child is doing in school--with principal's permission teacher can write a letter describing behavior. "He is out of his seat considerable time. Data collected shows. . . " Don't qualify, judge anything. Make sure you have data to back it up. Make sure administrator knows. Student assistance team group of trained school professionals who meet regularly to identify youngsters in need of help (typically once a week) and to identify the factors that are inhibiting these students from learning and succeeding The U.S. Surgeon General (2001) identified these problems as the most serious barriers to learning: Stress and anxiety Worries about being bullied Problems with family or friends (e.g., moving, divorce, family illness) Loneliness or rejection (kids typically start having problems in 3rd grade; until second grade kids are pretty accepting) Depression or sadness (start seeing in four-year-olds and kindergarten -- gets bad in middle school; something is going on they don't understand; some kids get sad when the leaves fall off the trees; schema not fully developed; what they see is what they see; sad after Christmas; little kids will usually answer questions--age ten probably not going to answer "you look sad. Has something happened?") Thoughts of suicide or hurting others (typically starts in puberty) For a mentally ill child can be kindergarten. Concerns about sexuality: Typically puberty, but happening younger and younger. Academic difficulties (some kids are concerned, some kids pretend not to be but are) Dropping out (Kids with behavior disorders don't complete course work. Need 23 to graduate, but only have 6 at end of junior year, so why stay because won't graduate. Dropping out causes other problems.) School is really painful for a lot of kids because we require they do it all and by our rules. It's really hard for them. If they make it through first two years of high school, then can self-select into things they do well. One of the big problems. Alcohol and substance abuse -- Begins about age 9 or 10. Today there is more substance available, which is more potent, and available at younger age. Serious problem. Fear of violence terrorism and war Depression Depression most common mental illness among children and adolescents interferes with everything in and out of school untreated get worse. Treatable in 3 ways: Counseling, therapy, medication Two types of depression major depression - DSM-IV dysthymia - pervasive sadness, lasts about a year, blanket of sadness (kid does what supposed to do) situational depression - dog dies, depressed for a couple weeks, going to end. Referral goes to school nurse or school counselor Bipolar Disorder Bipolar is a mood disorder. Bipolar disorder is a mood disorder in a separate category from depression (DSM-IV-TR 2000). Can look much like depression. Children cycle faster than adults. 18 days is fast for adults. Adults cycle much more slowly than children do. Can be aggressive. Totally disturbed sleep patterns. Characterized by mood swings MANIC Unusually happy/energized (manic), almost hyperactive DEPRESSED Very sad/irritable, edgy, depressed-looking Lots of kids diagnosed in 90s. May be misdiagnosed, but something is going on. Depression and ADHD combined can look like bipolar. Can be a personality disorder. Suicide Always take suicide seriously. Refer immediately. A leading cause of death for young people ages 15 to 24 (Anderson & Smith 2003). Peak incidence during adolescence Kid who is feeding off other people's problems has little ego strength. Watch that kid carefully. Drug and Alcohol Abuse Almost 11% of youth ages 12 to 17 are current drug users defined as having used at least once in the previous month (Natl. Household Survey on Drug Abuse 2001). Enormous amount of alcohol and drugs in high schools. There are more varieties of drugs, and there's more money around. World of instant gratification. Eating Disorders Professionals who work with adolescents need to be familiar with the major eating disorders: Anorexia nervosa - staving self to death. Begins are pretty easy to notice because kids get the big head look. Eating is one thing a person has total control over. Bulimia nervosa - eating or binge eating and purging. There are kids who can throw up on cue. Can kill. Has to do with distorted body image. Younger children see binge eating more typically. More common with adolescents Prader-Willi is uncontrolled eating, which is different. No idea what causes. Look completely normal most of the time, but eating makes them huge. Weight accelerates their growth. Get really tall really fast. Anxiety Disorders (ADHD has comordity rate of 70%, which highest being Anxiety Disorder) Children and adolescents can experience several types of anxiety disorders including: Separation anxiety Generalized anxiety Social anxiety - Cannot deal with social situations or most relationships Obsessive-compulsive anxiety - OCD Posttraumatic stress anxiety - PTSD - Besides war, exists in children regularly because of abuse, see something horrific, see a death, fire, drive-by shooting, anything traumatic to that child. Usually an event. Specific Phobias Specific phobia is an intense and persistent fear of a particular object or situation that may involve irrational aversion to certain things or situations such as: (can't be hypnotized or drugged out of it) Probably no one will tell a teacher about it, but may discover. Heights Animals Escalators Injections Storms Enclosed places Flying Death Water Seeing blood
	Writing Behavior Plan. The most dangerous time for kids is when unsupervised, free time, down time. What sets off problem behavior. School cannot diagnose. ROB FBA report example: Identify antecedents, behavior, and purpose of behavior. What is the FUNCTION of the behavior? Avoid things he doesn't want (primary) and attention (secondary). Hypothesis, then taken data to confirm hypothesis. Write up confirmation. Explain recommendations. Behavior Intervention Plan that goes with Rob example. Based on Functional Behavioral Assessment (FBA) Problem Behaviors (State in observable terms) Hypothesis Prevention "I'm going to read #3, then Mary Ann, I'm going to call on you." Prepare student for what is going to happen so they are likely to be able to answer correctly. Put at front at the end, no one in front of him. Not where he can see the door or windows or clock. Make sure he doesn't have a lot to play with. Appropriate peer models. Too distractable to be in the middle of a bunch of kids. Social skills group, autopsy concept, role play to teach appropriate things to say when angry. Okay Rob, that's what you said. What else could you have said. Teaching a strategy of waiting to get individualized adult attention. Use that attention as a reward to teach him a new strategy. The more you talk to him--regardless of what you're saying--the more attention and thus reward he gets. Clear list of consequences for inappropriate behaviors. Bullet statements instead of narratives.
Weblinks	Interesting Web Resources About: Parenting of K-6 Children. (2006). Parents' index to childhood emotional and behavioral disorders. Retrieved February 21, 2007, from http://childparenting.about.com/cs/disorders/a/childdisorders.htm Behaviorism Behavioral Consultants Celeration Council for Children with Behavior Disorders. (2006). Retrieved February 21, 2007, from http://www.ccbd.net/ Council for Exceptional Children Educational Agencies & Corporations JABA: Journal of Applied Behavior Analysis Keller, E. (2006). Strategies for teaching students with behavioral disorders. Retrieved February 21, 2007, from http://www.as.wvu.edu/~scidis/behavior.html MSLBD: Midwest Symposium for Leadership in Behavior Disorders National Center on Learning Disabilities National Center on Student Progress Monitoring National Dissemination Center for Children with Disabilities National Dissemination Center for Children with Disabilities. (1996). Educating students with emotional/behavioral disorders. Retrieved February 21, 2007. National Technical Assistance Center on Positive Behavioral Interventions and Support NICHCY Connections...to Behavior Assessment, Plans, and Positive Supports Office of Special Education Programs Technical Assistance Centers Parent Advocacy Coalition for Educational Rights. (2006). Emotional or behavioral disorders. . Positive Behavior Support Reponse to Intervention Policy Considerations and Implementation: www.nasdse.org Social/Behavioral Blueprints for Violence Prevention The International Campbell Collaboration The Promising Practices Network The What Works Clearinghouse The Morningside Model of Generative Instruction US Department of Health and Human Services (2006). Children's mental health facts children and adolescents with mental, emotional, and behavioral disorders. Retrieved February 21, 2007 · Conduct systematic reviews of interventions linked to evidentiary support
Research Examples: Communication and Social Skills Strategies for Students with Disabilities	Research Examples: Conclusions about Communication and Social Skills Strategies for Students with Disabilities: Effective communication strategies are crucial to everyone, but for learners diagnosed with emotional or behavioral disorders, communication interactions take on special significance. Beebe-Frankenberger, M., Lane, K., Bocian, K., Gresham, F., & MacMillan, D. (2005). Students with or at risk for problem behavior: Betwixt and between teacher and parent expectations. Preventing School Failure, 49(2), 10-17. This article makes a case for teaching social skills to high school students diagnosed eligible for special education services. When it comes to teaching students appropriate social behaviors for the classroom, parents and teachers may gain insight from the research of Beebe-Frankenberger, Lane, Bocian, Gresham, and MacMillan (2005). Parents rated self-control and responsibility as essential for success, but teachers rated cooperative behaviors as essential for success in school. In another study of K-12 teachers, Lane, Wehby, and Cooley, 2006 found that teachers considered a student’s self-control essential for success. In fact, high school special education teachers rated self-control higher than did other teachers. These findings seem particularly important, given that students who exhibit “confrontational and disruptive behavior patterns. . . often exhibit some combination of oppositional, noncompliant aggressive, inattentive, impulsive, or hyperactive behaviors” (Gresham, Lane, & Beebe-Frankenberger, 2005, p. 721). Four behavioral expectations appear crucial to K-12 teachers, which require student behavioral compliance: Produces correct school work. Ignores peer distractions when doing class work. Easily makes transition from one activity to another. Finishes class assignments within time limits. In addition, secondary teachers also value the following: Attends to your instructions. Uses time appropriately. Complies with your directions. *Dwairy, M. (2005). Using problem-solving conversation with children. Intervention in School & Clinic, 40(3), 144-150.* Relatively few researchers have focused on using conversation to facilitate more effective student social skills (Dwairy, 2005, p. 144). Problem-solving conversation may be used successfully with students who have behavioral or emotional disorders. The procedure of this kind of conversation training has steps reminiscent of Dewey’s reflective thinking and other standard problem-solving communication procedures. Perhaps the key is actually teaching a step-by-step process instead of assuming that students diagnosed eligible for special education services know how to follow these steps. In this case, the idea is to use these steps when adults communicate with students who have special needs, but the steps also could provide ideas for a sequence of communication skills that can be used to teach the student how to solve problems with others. Listen to the other person. A comfortable environment, positive nonverbal communication, and using I statements (“I heard that . . . “) may support the listening process. Use probing to re-evaluate the problem. Directness, reframing, and interpretation can support this stage. Explore alternatives. Brainstorming about the logical sequence of consequences may support the exploration. Feedback, directives, and advice from the adult may be helpful. Set up a plan. The responsibilities of each person need to be clarified as part of the plan. Follow up on the success of the plan can be accomplished at another time. *Forgan, J., & Gonzalez-DeHass, A. (2004). How to infuse social skills training into literacy instruction. Teaching Exceptional Children, 36(6), 24-30.* Forgan and Gonzalez-DeHass (2004) suggested that social skills instruction can improve student social skills, but most teachers believe there is too little time to focus on behavioral instruction. Instead, teachers feel pressured to focus on academics. This need prompts Forgan and Gonzalez-DeHass to suggest combing behavioral and academic instruction together for students with special needs. Children’s literature can, in fact, give students an opportunity for bibliotheraphy by providing scenarios for problems and language use models. Students can discuss the literature examples regarding appropriate communication behaviors as part of social skill training. Harriott and Martin (2004) also found success in using literature to teach social and communication skills. The same strategy can be used through television program and film examples. *Keen, D. (2003). Communicative repair strategies and problem behaviours of children with autism. International Journal of Disability, Development & Education, 50(1), 53-64.* Children with disabilities typically have more difficulty communicating, greater likelihood of communication breakdowns, and fewer strategies to repair their communication problems. Relatively little research has addressed the need for teaching communication repair strategies to students with disabilities (Keen, 2003, p. 53). To repair a communication breakdown, students need intentionality (goal directedness), perspective-taking (empathy), and effective verbal and nonverbal (word and non-word) responses. One might expect students with behavioral or emotional disorders to protest or abandon attempts their repair communication. Teachers and parents may be able to use this model of communication repair as a way of offering students communication strategies. Maag, J. (2005). Social skills training for youth with emotional and behavioral disorders and learning disabilities: Problems, conclusions, and suggestions. Exceptionality, 13(3), 155-172. Students who lack social skills are at risk for other problems, such as aggression, peer rejection, poor academic achievement, isolation, difficulty with employment, mental illness, and incarceration (Maag, 2005). Unfortunately, social skills training often meets with little behavioral change in the student. In his meta-analysis of research on the topic, .Maag suggested three key problems: (a) lack of appropriate behavioral assessment, (b) training needs to match the reasons for social failures, (c) peer acceptance is needed to achieve social competence. Although the generalizability of Emotional and Behavior Disorder (EBD) research appears problematic, the use of instructions, modeling, rehearsal, role playing, and reinforcement seem to have value when teaching students diagnosed with disabilities (Maag). Miller, M., Lane, K., & Wehby, J. (2005). Social skills instruction for students with high-incidence disabilities: A school-based intervention to address acquisition deficits. Preventing School Failure, 49(2), 27-39. Students with disabilities who have problems with social skills face an array of potential difficulties, including mental health problems, peer or teacher rejection, and low academic achievement. Miller, Lane, and Wehby suggested that a key problem in the lack of success in teaching social skills is failure to assess what the student’s problems and strengths and determine where skills or motivation are missing, before teaching the appropriate social skills. Social skills curriculum exist, and students can learn through modeling, practice, and coaching, which may be effective. Whatever the social skills instructional strategy, appropriate feedback is essential. In their study, Miller, Lane, and Wehby (2005) observed a decrease in inappropriate behaviors after social skills training. Children with emotional and behavioral disorders are more likely to demonstrate social skills that negatively affect their interpersonal relationships with peers, teachers, and parents. Strained interpersonal relationships may exacerbate a negative educational experience because social skills are crucial to effective work and learning. Further, students with disabilities need to learn how to negotiate relationship. In this study, although students generally improved their social skills, many students failed to show positive behavioral changes, while others actually showed negative changes. A possible explanation for the disappointing results might be a need for more individualized instruction that is geared to the individual student’s specific needs. Teachers may need to be very careful about talking about negative communication. When talking about negative communication behaviors, for example, a student lacking appropriate skills or motivation might actually learn additional negative communication strategies. This finding suggests that teachers may want to model behaviors to ensure that only positive modeling happens during the learning process. *Pierce, C., Reid, R., & Epstein, M. (2004). Teacher-mediated interventions for children with EBD and their academic outcomes. Remedial & Special Education, 25(3), 175-188.* The focus of this article is to review the literature on the topic of using teacher interventions to improve learning in students with emotional or behavioral disorders. It seems logical that interventions that worked would be published, while interventions that failed would have more difficulty being published. Perhaps a lack of comparative data is not such a problem for teachers who are looking for new strategies because through the interventions supported by research in this research review, teachers have a repertoire of interventions they can use. The interventions are as follows: Successful Intervention Strategies (Pierce, Reid, & Epstein, 2004). Academic contracting Adjust task difficulty Adjusting presentation and point delivery rate (faster rate) Bonus contingency in token program Child choice of task Choice making opportunities Contingency reinforcers Incorporating student interest Individual curricular modifications Inter-trial interval duration (short & immediate intervention) Life space interviewing Mnemonic instruction Modeling, rehearsal, and feedback Personalized system of instruction Previewing Rate change—slow or fast-presentation during taped words Sequential prompting Story mapping Structured academic tasks Structured instructional system about school survival skills Taped words and drill instruction Teach test-taking skills Teacher planning strategies Teacher vs. child control of choice of task & reinforcement Time delay strategy Token reinforcement system Trial-and error strategy Use of free time Verbalize math problems Written feedback *Ryan, J., Reid, R., & Epstein, M. (2004). Peer-mediated intervention studies on academic achievement for students with EBD. Remedial & Special Education, 25(6), 330-341.* This article discusses peer-mediated interventions that may be used with students who are diagnosed with emotional or behavioral disorders. The following research-based peer-mediated strategies were found to have positive learning effects. Class-wide Peer Tutoring Cooperative Learning Cross-Age Tutoring Peer Tutoring Peer-Assisted Learning Strategies Peer Assessment Peer Modeling Peer Reinforcement Research suggests that all types of peer-mediated interventions can have positive outcomes for students diagnosed with emotional or behavioral disorders. *Salend, S., & Sylvestre, S. (2005). Understanding and addressing oppositional and defiant classroom behaviors. Teaching Exceptional Children, 37(6), 32-39.* Students who exhibit oppositional and defiant behaviors for six months typically show a consistently manipulative or noncompliant pattern. Behaviors may include angering easily, arguing with others, becoming annoyed easily, blaming others, cursing, feeling frustrated easily, losing temper, refusal to comply with rules, seeking attention, seeming to enjoy annoying or bothering others, showing poor self-esteem. Labeling these students suggests the problem lies in the student instead of the education system and may limit the way others interact with the student. Communication strategies that may enhance the student’s learning are improved family collaboration and communication, social skills instruction, attribution training, relationship building, and increased awareness of verbal and nonverbal communication. In addition, educators may benefit from perceiving family members as a resource as they share important information about the student. For example, “an effective intervention for students who exhibit opposition and defiant classroom behaviors is a home-school contract in which teachers communication with the student’s family regarding behavior in school and families reinforce the child’s improved behavior” (p. 33). Social skills instruction can help students collaborate in groups, respond to others, and make friends. Role-playing, feedback, student reflection, social skills curricula, bibliotherapy, and practice, for example, are potentially effective research-based interventions. Attribution theory suggests that when something goes wrong for a person, the individual tends to blame circumstances. When the individual observes that something goes wrong for another person, however, the individual tends to blame the person involved. Teachers can help students to use attribution more appropriately through dialog pages and helping students to understand the consequences of their behaviors. Teachers can talk with students about how effort affects performance, how failure is a step in learning, and how taking responsibility for mistakes is a valued social skill. The authors discuss the importance of relationship building between the teacher and student. To enhance rapport and relationship building with students, research suggests: Complimenting students. Discussing topics of interest to students. Greeting students by name. Informally interacting with students. Recognizing special events, such as birthdays. Sharing teacher interests. Showing emotional support. Showing interest in a student’s personal life. Showing kindness. Using activities where students excel. Vaughn, S., Kim, A., Morris Sloan, C., Hughes, M., Elbaum, B., & Sridhar, D. (2003). Social skills interventions for young children with disabilities. Remedial & Special Education, 24(1), 2-15. In their analysis of research studies, Vaughn, Kim, Morris Sloan, Hughes, Elbaum, and Sridhar (2003) divided interventions into the following categories: Prompting. Rehearsal or practice. Play-related intervention. Free-play generalization. Reinforcement of appropriate social skills. Modeling of social skills. Social skills related to storytelling. Direct instruction. Imitation. Time out. “In general, interventions that included modeling, play-related activities, rehearsal/ practice, and/or prompting were associated with positive social outcomes for children with disabilities” (p. 12). For young children, the best results seemed to come when social skills interventions were combined with general education instruction. Modeling, practice, and prompting appeared crucial to student success. Children with disabilities need clear instruction through explicit modeling of what and how to use social skills, systematic prompting, and extensive practice. References Gresham, F., Lane, K., & Beebe-Frankenberger, M. (2005). Predictors of hyperactive–impulsive–inattention and conduct problems: A comparative follow-back investigation. Psychology in the Schools, 42(7), 721-736. Harriott, W., & Martin, S. (2004). Using culturally responsive activities to promote social competence and classroom community. Teaching Exceptional Children, 37(1), 48-54. Lane, K., Wehby, J., & Cooley, C. (2006). Teacher expectations of students' classroom behavior across the grade span: Which social skills are necessary for success? Exceptional Children, 72(2), 153-167.
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	COPYRIGHT to this material presented at the MSLBD conference belongs to the authors. Mitchell L. Yell, Ph.D. Antonis Katsiyannis, ED.D. Carl Smith, Ph.D. The Individuals with Disabilities Education Improvement Act of 2004: Evidence-based Interventions and Students with EBD Evidence-Based Practices EBP is a term, widely used in medicine, education, the health professions, and psychology, that refers to interventions and practices that are supported by research evidence as most likely to produce positive outcomes A mature profession makes judgments constrained by quantifiable data, objectivity, and evidence based on scientific inquiry Carnine, D (2000). Why education experts resist effective practices: And what it would take to make education more like medicine. Thomas B. Fordham Institute. Available at http://www.edexcellence.net/institute/publication/publication.cfm?id=46 An immature profession is characterized by expertise based on the subjective judgments of the individual and trust based on personal contact rather than verifiable evidence Carnine (2000) citing Theodore Porter, a history professor at UCLA Evidence-based Practices in Education: Where are we? (The failure to rely on evidence to inform practice) is so well entrenched in American education that up rooting it will take time and concerted effort, probably with significant government involvement. Slavin, 1989 Slavin, R.E. (1989). Pet and the pendulum: Faddism in education and how to stop it. Phi Delta Kappan, 70, 752-758. Examples of Evidence-Based Practices in the Field of Emotional and Behavioral Disorders Academics Direct instruction High rates of teacher praise High rates of opportunities to respond High rates of correct academic responding Formative evaluation Behavior Applied behavior analysis Positive behavior support Functional behavioral assessment Function-based interventions Cognitive behavioral interventions Self-management How educators can be supported in their use of evidence-based practices What the U.S Department of Education Will Do The Education Sciences Reform Act of 2002 created the Institute of Education Science (WWW.IES.GOV) in the U.S. Department of Education Funds educational research Funds evaluations of promising innovations Funds technical assistance & capacity building efforts References Lewis, Hudson, Richter, & Johnson (2004). Scientifically supported practices in emotional and behavioral disorders: A proposed approach and brief review of current practices. Behavioral Disorders, 29, 247-259. Report of the Commission on No Child Left Behind.
	This webpage has no affiliation with any organization, school, or institution. Much of this page's content is based on EDSP 514 classroom lectures from Dr. Maura Linas, University of Missouri - Kansas City, Spring, 2007 and the course's required textbook: Kerr, M. M., & Nelson, C. M. (2006). Strategies for addressing behavior problems in the classroom. (5th ed.). Upper Saddle River, NJ: Pearson. To cite this page: Aitken, J. E. (2007). Identifying and serving students with behavior problems. Kansas City, MO: ourwayit.com. Retrieved month day, year, from http://ourwayit.com/behavior About Us - Contact - Home