Special Education Behavior Meeting 9/23/14 Stephen Rutt Jami Arnold - PDF document

9/25/2014 Special Education Behavior Meeting 9/23/14 Stephen Rutt Jami Arnold Marsha Knepp John • 8th grade – attended the middle school since 6 th grade– loves to socialize, appears to be considered popular by peers. – Walks around the classroom: Happened an average of 0.5 times a class for multiple weeks (range is 0 ‐ 5 times per class) – Touches others: Happened 5 times during a 1 month period. – Argues with teachers: when asked about books, homework, pencils he will state that he doesn’t know where they are and when asked to find them he will yell at teachers and argue. – Leaves the room: Happened an average of 2 times per week during a 1 month period. (tends to happen more during math, science, LA, and social studies then during encore). – Steals items: he has stolen things from both staff and peers on 3 different occasions. He has stolen money, an iPhone and food. 2 1

9/25/2014 Behavior Priority Worksheet Frequency Intensity Priority 1. < or = to one time 1. annoying Multiply Frequency by monthly 2. draws negative attention Intensity Score 2. several times a 3. disrupts own learning, not other’s (Still use clinical judgment, month, but not 4. disrupts other’s learning this score should not Name Description weekly 5. bruises/leaves mark to self or serve as the ultimate 3. weekly others decision, it is meant to 4. several times a week, 6. tissue damage to self or others guide the team to a but not daily decision) 5. daily 6. hourly Ex: Hides under Ex: Climbs and stays under open Ex: 2 Ex: 3 Ex: 6 furniture (desk, table), typically furniture sits in tucked position Walking around Walks around the room 5 4 20 Touches others While walking around he 3 4 12 will touch peers Arguing Argues with teachers. 4 4 16 Leaves the room After arguing with teachers 3 3 9 he will leave the room without permission Steals Steals items from both peers 1 2 2 and teachers Behavior definition • The student will walk around class, call out during instruction, will make comments or argue with teachers and will touch others during class. 2

9/25/2014 What has Mrs. Andrews done? • Proactive: – redirection – Keeps extra copies of books in the room and pencils. – goals (you can do this when this is done). • Reactive: – attempted communication with guardians – Removes from class – Grades based on work – Yellow card system – Verbal prompts 5 A funny thing about our FBA process… • It recommends doing pages 1 ‐ 4 first, then take the data. • General behavior practices recommend to take the data first , then analyze it. 3

9/25/2014 Data • What data system would you choose? Data slides and ideas 4

9/25/2014 Scatterplot • provides a visual depiction of occurrences of the behavior of concern across the student’s daily activities. • Used to detect patterns (if any) of the occurrence of the behavior of concern. • Can be done by activity and/or time. • Does not give us all information about antecedents and consequences, but provides a good starting point. 9 FBA Step 2: Scatterplot Tally of discreet episodes of refusals accompanied by inappropriate verbalizations M T W Th F M T W Th F English // / / / / // // / / Math / // / / // / // // / Study Hall / Geography / / Lunch LS Room / (PE) / Health/PE (H) (H) / (H) / (H)/ / Science /// // / // / / // / / 6 3 5 5 7 3 5 6 2 6 10 5

9/25/2014 Anecdotal reporting (ABC) provides a written description (narrative report) of a • student’s behavior in a particular setting or time period. • Used to clearly identify antecedents, consequences, and specific behaviors so that they can be measured; – often used as a first step in recognizing specific behaviors and their related environmental events. 1. Open ABC chart 2. Pre ‐ printed behavior card 11 ABC Data Collection Format 12 6

9/25/2014 Behavior Cards 13 Event Recording • directly and accurately reflects the number of times a behavior occurs. • Suitable for behaviors that have an obvious beginning and end. • Recording tools include: tally marks, checkmarks, abacus, hand ‐ held frequency counters, stitch counters, smile faces, tokens, etc. (Ex. word recognition, coin counting, verbal yes/no responses, drinking from a cup.) 14 7

9/25/2014 Event recording examples 15 Interval Recording • used to record the occurrence of a behavior within a specified time period. Results in an estimate of the actual number of times a behavior occurs. 1. Partial ‐ Interval 2. Whole Interval 3. Time sample 16 8

9/25/2014 1. Partial interval recording – The observer records whether the behavior occurred at any time during the interval. Used to record high ‐ frequency behaviors (ex. drooling, out ‐ of ‐ seat, cursing, hitting). 17 2. Whole interval Recording • The observer records the presence of a behavior only if the behavior occurs across the entire interval. Used to record continuous behavior when there is not enough time to record duration data (ex. crying or attending to task). 18 9

9/25/2014 3. Time Sample Recording • Records whether the behavior is occurring or not occurring at the moment when student is observed. • Timer is often used to alert staff when it is time to observe • Good for behaviors that happen often and when time is limited for observation (e.g. thumb sucking, attending to task, etc.) 19 Duration Recording • Used to measure the length of time a student engages in a particular behavior. • Suitable for behaviors that have a clear beginning and ned • Timer is used to measure the duration • (ex. Talking, screaming, interacting with peers, length of restroom breaks) 20 10

9/25/2014 Latency Recording 21 For John: Time Sample Recording Records whether the behavior is occurring or not occurring at • the moment when student is observed. • Timer is often used to alert staff when it is time to observe • Good for behaviors that happen often and when time is limited for observation (e.g. thumb sucking, attending to task, etc.) 22 11

9/25/2014 Is it as bad as Mrs. Andrews thinks? • Data – Chose 2 ‐ 3 work sessions throughout the day (over 3 days = 8 data points – Set the timer to repeat every 60 seconds – When timer buzzed, had a sheet to write in the column whether Johnwas on or off task. – Over all of the observations, John was on task for 50%. Mrs. Andrews did the same sort of observations on peers. They were on task for 90%. A difference of 40% ‐ pretty significant. 23 Event recording examples 24 12

9/25/2014 Is it really that bad? • Just to be sure… • Mrs. Andrews looked at John’s performance with group directions. • Over 3 group sessions, Mrs. Andrews tallied each time she needed to specifically repeat a group direction for John. • She needed to repeat 60% of her directions! 25 ABC Data Collection Format 26 13

9/25/2014 After your data collection… FBA pages 1 ‐ 4 FBA pages 1 ‐ 4 14

9/25/2014 What will Mrs. Andrews do now? • Build a more intense intervention for John. • First question: Why does John continue to have these behaviors? There must be a reason… 29 Competing Behavior Model (Crone & Horner, 2003; O’Neill et al., 1997) Follow directions Teacher praise & Complete work attention as well independently as good grades Behavior [Desired] Consequence Walks around the A task is Gets attention Classroom room and assigned for and escape environment talks/touches independent peers work Consequence Behavior Setting Event Antecedent [Problem] Structured Attention and access to escape Behavior Replacement Function [Alternative / Positive] 30 Permission to reproduce this document is granted. Rob Horner, OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports 15

9/25/2014 FBA pages 6 ‐ 7 IEP/FBA Antecedent A task is assigned for independent work Behavior (Problem) Stands up and walks around the room talking to peers and touching them. Maintaining Consequences Gets attention Perceived Function Attention 16

9/25/2014 What did Mrs. Andrews do? • Because her verbal attention was actually reinforcing John for being off task, she needed to change that verbal attention to reinforce on ‐ task behavior, and remove the reinforcement for off task behavior. • She had all of John’s materials in the classroom for him to grab off of the counter prior to class. • Set a vibrating timer to remind herself to check on John every 30 ‐ 45 seconds. • If he asks for a break anytime he gains access to the break • She also has a self ‐ monitoring checklist for him to use after the class to gain access to additional reinforcement. (this class occurs prior to the last MOD which is AA so he can gain access to some free time on the computer or with an electronic device) 33 Self ‐ monitoring check list Date: Did I remain in class and complete the Did I keep my hands to myself? Did I respond to my teachers in socially ________________ work that was given to me? acceptable ways? Class Student Teacher Student Teacher Student Teacher Homeroom Y / N Y / N Y / N Y / N Y / N Y / N Academic Y / N Y / N Y / N Y / N Y / N Y / N Workshop Health/PE or Music Y / N Y / N Y / N Y / N Y / N Y / N Social Studies Y / N Y / N Y / N Y / N Y / N Y / N Language Arts Y / N Y / N Y / N Y / N Y / N Y / N Academic Advisory Y / N Y / N Y / N Y / N Y / N Y / N Science Y / N Y / N Y / N Y / N Y / N Y / N Math Y / N Y / N Y / N Y / N Y / N Y / N Points (add all Yes’) 17