2. Overview
• Data Decision Rules
• Behavior Basics
• Data Tools
• Classroom Implementation
• Targeted Social Skill Instruction
• Check In- Check Out
2
3. Expectations
• Be Responsible
– Return promptly from breaks
– Be an active participant
• Be Respectful
– Turn off cell phone ringers
– Listen attentively to others
• Be Kind
– Participate in activities
– Listen and respond appropriately to others‟
ideas
5. Group Activity
• Create a picture or visually document to
describe where your school is with
Problem Solving Implementation.
– Accomplishments
– Challenges
5
6. Core – Tier 1
GOAL: 100% of students
achieve at high levels
Tier I: Begins with clear goals:
1.What do we expect all
students to know, understand
and do as a result of our
instruction?
2.How will we know if these
goals are met?
3.How will we respond when
students do not meet the goals
with initial instruction?
4.How will we respond when
some students have already met
the goals?
(Batsche, 2010)
6
7. Questions your team needs to
consider at Tier 1…
– What types of Behavioral Needs are not being
addressed by our Behavior Core at an
effectiveness rate of 80%?
– What data do we need to look at to determine
this?
8. Supplemental – Tier II
< 20% of student Core
+ Supplemental
To Achieve Benchmarks
1.Where are the students
performing now?
2.Where do we want them to be?
3.How long do we have to get them
there?
4.How much do they have to grow
per year/month to get there?
5.What resources will move them at
that rate?
6.How will we monitor the growth of
students receiving supplemental
instruction?
(Batsche, 2010)
8
9. Questions your team needs to
consider at Tier 2…
• What types of Behavioral Needs are occurring
for 10-15% of your population?
• What additional supports are needed to ensure
success for students not responding to the core?
• What data are needed to respond to the
questions above?
12. WHO is appropriate
for Secondary interventions?
• Universal Behavior Screening Data
• 2-5 office referrals
13. How can we use data?
• Can be used by teams to determine set
points where students will be referred for
additional support
• Individual schools must determine the
timeframes for data decisions (2 – 5 ODRs
per 9 weeks)
14. Data Decision Rules Examples...
6 or more ODR referrals
Tertiary Prevention:
2-5 ODR Referrals Specialized
Individualized
Secondary Prevention ~5% Systems for Students with
Specialized Group High Risk Behavior
Systems for Students with
At Risk Behavior
~15%
Other data decision rules:
-# referrals
-# minor incident referrals
0-1 ODR Referral -absences
-teacher concern
Primary Prevention -behavior screening results
School wide and
Classroomwide Systems
for All Students,
Staff, & Settings ~ 80% of Students
15. Data Decision Rule Examples
Continued…
• Any student that is absent more than 3 days in one
month (or one 4 week period) will be referred for
intervention
• Any student who receives 2 or more ODRs within a
9-week period will be referred for intervention
• Any student who fails one or more classes will be
invited to join a small group related to classroom
success
16. Using ODRs to evaluate your Workbook
pg. 2
continuum of supports
IF... FOCUS ON...
More than 40% of students receive one or more office referrals
More than 2.5 office referrals per student School Wide System
More than 35% of office referrals come from non-classroom settings
More than 15% of students referred from non-classroom settings
Non-Classroom System
More than 60% of office referrals come from the classroom
50% or more of office referrals come from less than 10% of classrooms
Classroom Systems
More than 10-15 students receive 5 or more office referrals Targeted Group Interventions / Classroom Systems
Less than 10 students with 10 or more office referrals
Less than 10 students continue rate of referrals after receiving targeted group
settings Individual Student Systems
Small number of students destabilizing overall functioning of school
17. Team Time
• Discuss and document your data decision
rules.
Visit the PSM wiki
•Click on pages/files (right tab)
•Look for Data decision team planning,
then select download
21. How do we identify the problem?
DATA COLLECTION
& TOOLS
21
22. Measurable or Not?
Not Measurable
Measurable
oppositional
lazy
talking out
swearing
inattentive
out of area
defiant on task
rude
bothering fighting
23. Objective Descriptors
Objective Subjective
Talking during seatwork
Disobedient Seldom
Repeatedly
Passing notes
Hurrying through work Once or twice a week
Five times each day Leaning back in chair
Sometimes Bothering a neighbor
Continuously
Every ten minutes Bizarre
Tapping pencil on desk
Twice each period
24. Data Considerations:
Clear Definition of Problem Behavior
The ―Stranger Test‖
•Is the description of the behavior
clearly defined?
•Would a stranger’s description
match yours?
•If a stranger read your
description, would they be able to
identify the problem behavior?
Developed by the Behavior Specialist
Team of Wake County Public Schools
25. Data Considerations:
Data to Collect
How often does How
the behavior extreme
Frequency
occur? is it?
Intensity
Duration
How long Under what
Context
does it circumstances
last? does it occur?
Developed by the Behavior Specialist
Team of Wake County Public Schools
26. Data Collection Strategies
• What is already collected?
– Anecdotal notes by teacher
– Office referrals
– Disciplinary actions
• What else can be collected?
– Products from Consequences
– Behavior Contracts
– Checklists
– DBRs
– Direct Observation
– Interviews
27. Direct Assessment – Frequency Counts
Behavior Counting
Name ____Shamel ____ Week of __Nov 5, 200X______
Behavior to be counted ____Negative Comments to Peers: (Get out of my face. )
Mon. Tue. Wed. Thurs. Fri. Total
Arrival IIII IIIII II II IIIII IIIII I 40
IIIII I
Math I I I 3
Science II I III IIII I 11
Art IIII IIIII IIIII III IIIII IIII I 24
Reading I II III 6
28. Direct Assessment – Duration Recording
Record the elapsed time, usually in minutes, from onset to conclusion of target
behavior. Be sure to indicate the date, and the activity in which the student was
engaged when the target behavior began to escalate.
Student Name: ___Shamel __ Week of / Day : __Nov 15, 200X____
Target Behavior: Tantrum (screams, lays on floor, throws items)
Transition
Large Group
Small Group
Individual Work
Read Aloud
Read Silently
In Crowds
Library
Specials
Specific Subject
Behavior Incident
Briefly describe, making sure
to note date, time, and any
circumstances you think
noteworthy.
#1 9:45-10:15, Mon, Nov 15
Group was doing read aloud
#2 9:35-10:15, Tue, Nov 16
Went to an assembly in the
gym
#3 9:28-10:05, Fri, Nov 19
#3
Oral vocabulary test
29. Behavior
• What is the challenging behavior?
• What can you observe?
– What does it look or sound like?
• Prioritize
• Choose one
29
30. 30
Behavior
25
20
# of incidents
15
10
5
0
refusing to cursing peers Leaving assigned
participate area 30
31. Setting Events
• What environmental, personal, situational
or daily events impact the behavior?
– Eating/Sleeping routines
– Medical/Physical problems
– Familial and staff interactions
• Do not immediately precede problem
behavior
31
32. Setting Events
Setting Event
18
16
14
12
# of incidents
10
8
6
4
2
0
Exhibits/reports sickness No breakfast Missed the bus Visit with mom
32
33. Antecedent
• What happens immediately before the
behavior?
• Predicts problem behavior
• When, Where, With whom, Activity
– Time of day
– Physical Setting
– People present
– Types of interactions (demands, directives, etc.)
33
37. Function …
• People behave for a reason - we call
this “function”
• Function:
• Does he/she get something?
• Tangibles, attention, stimulation, people, etc.
• Does he/she avoid or escape something?
• People, activities, embarrassment, tasks, etc.
37
38. Only Two Basic Functions
Problem
Behavior
Escape/
Obtain/Get
Avoid
Something
Something
Stimulation/ Tangible/
Social
Sensory Activity
from Horner & Adult Peer
Sugai at
www.pbis.org
40. Hypothesis Statements
Information about the
problem behavior is used
to write a hypothesis
statement that helps us
predict when the problem
behavior is likely to occur
and the function of that
behavior.
40
41. Hypothesis Statements
When Estes is ___________ and __________ (happens), he
where/setting context/antecedent
typically responds by _________ to gain/avoid __________.
behavior function
Hypothesis:
When Estes is in language arts and the teacher is providing direct instruction
he typically responds by making verbal noises (ex. Burping)
to access peer and teacher attention.
41
42. Activity
http://www.sonoma.edu/cihs/classroom/mod_3/lesson1.html
http://www.sonoma.edu/cihs/classroom/mod_3/lesson1.html
Write a hypothesis statement about
http://www.sonoma.edu/cihs/classroom/mod_3/lesson1.html
http://www.sonoma.edu/cihs/classroom/mod_3/lesson1.html Robert‟s behavior 42
43. Identifying the function helps us :
• Choose an appropriate intervention
– Will this intervention meet the functional
need?
• Choose an appropriate replacement
behavior
– Alternative behavior taught to the student
– What you want the student to do instead
– Must meet functional need
43
44. Which reinforcement would be most effective: a
behavior plan that gives student lunch with the
teacher or a “drop an assignment” pass?
45
40
35
30
Redirection
# of incidents
25 Calling name
Outisde conference
20 Reminder
Ignore
Time-out
15
10
5
0
Redirection Calling Outisde Reminder Ignore Time-out 44
name conference
48. Students learn
appropriate behavior in
the same way a child
who doesn’t know how
to read learns to read—
through
instruction, practice,
feedback, and
encouragement.
49. Teaching Behavior
• Inappropriate behavior is viewed as a skill
deficit
• Social skills training teaches students a
process or strategy to resolve problems.
• Teaching behavior is used when a student
needs to replace problem behavior with a
more desirable behavior.
50. Two Types of Social Skill Deficits
• Skill deficits (cannot do)
– Direct teaching approach
• Coaching, modeling, behavior rehearsal
• Performance deficits (will not do)
– Incentive-based management approach
• Prompting, cuing, reinforcement
• Prompted social initiations
• Home and school rewards
• Individual and group contingencies
51. Assessment of Social Skills
• Skill based deficit
– Provide strong incentive to observe if student
can perform under such conditions.
52. Assessment of Social Skills
• Performance based deficit
– Motivational deficit
• Observe if student performs skill following
introduction of motivational strategy.
• motivation=value*belief in ability*get reward promised
(Vroom, 1964)
– Discrimination deficit
• Student frequently performs skill, but fails to
perform under specific circumstances.
• Oblivious to social cues or social demands of
situation.
53. Social Skills Instruction
• Direct instruction
– Skill based approach
• Social problem solving
– Strategy based approach
• Opportunistic teaching (not enough alone)
– Prompt students who have missed an opportunity to
practice a skill
– Provide correction when skill is incorrectly or
inappropriately demonstrated
– Debrief when student uses inappropriate behavior in
place of appropriate social skill
55. Social Skill Areas
• Cooperation skills
• Assertion skills
• Friendship skills
• Empathy skills
• Self-control skills
• School and classroom skills
56. Social Skills Instruction for
Small Groups
• Select & group students with similar needs
• Determine staff responsible
• Determine best time for instruction
• Select curricula & write lessons
• Communicate with teacher and parents
• Evaluate effectiveness
57. Social Skills Instruction for
Small Groups
• Select & group students with similar
needs
– Type of problem behavior
– Intensity of problem behavior
– Age/Developmental Level
– Gender
– Develop Group Behavior Management Plan
58. Social Skills Instruction for
Small Groups
• Determine staff responsible
– Consider size of group and type of
problem behavior when assigning staff to
(co) lead
• Determine best time for instruction
– Lunchtime, After/Before School, Rotating
Schedule, intervention block
59. Social Skills Instruction for
Small Groups Workbook
Pg, 8
• Select curricula & write lessons
– Consider students‟ developmental level
– Commercial curricula, online lessons, or
custom lessons
– Materials needed
– Meeting space requirements/limitations
Tell, Show. Practice, Assess and
Repeat
60. Generalization Strategies
• Provide a range of useful skill variations.
• Teach in the targeted setting.
• When teaching, include peers the target
student is likely to encounter in the
problem setting.
• Use a number of adults when teaching.
• Continue teaching for a sufficient amount
of time.
61. Social Skills Instruction for
Small Groups
• Communicate with teacher and
parents
– Written parent permission best practice
– Determine how teacher(s)/parent(s)
can encourage/participate (homework)
62. Social Skills Instruction for
Small Groups
• Evaluate effectiveness
– Pre/Post Data Comparison
– Teacher/Parent Feedback
– Student Assessment
65. Team Time
• Using your ODR data determine which social
skills lessons and groups are most needed at
your school, list
• when will lessons be taught
• how will team ensure instruction is occurring
• Evidence of lessons
• Possible reinforcers for participation
66. Assessing Social Skills lessons
Visit the PSM wiki
•Click on pages/files (right tab)
•Look for Social Skills Observation
Checklist, then select download
68. CICO
Features:
• Research-based intervention effective with 75%
of students who participate
• Students identified and receive support within a
week
• Check-in and check-out daily with an adult at
school
• Regular feedback and reinforcement from
teachers
• Family component
• Daily performance data used to evaluate
progress
69. 10 Critical Features of CICO/BEP
1. Linked directly to school-wide expectations and/or
academic goals
2. Continuously available for student participation
3. Implemented within 3 school days of determination that
the student should receive the intervention
4. Can be modified based on assessment and/or outcome
data
5. Includes structured prompts for „what to do‟ in relevant
situations
70. 10 Critical Features of CICO/BEP
continued…
6. Results in student receiving positive feedback from staff
7. Includes a school-home communication exchange
system at least weekly
8. Orientation materials provide information for a student to
get started on the intervention
9. Orientation materials provide information for staff/ subs./
volunteers who have students using the intervention
10. Opportunities to practice new skills are provided daily
72. Why does the CICO work?
• Improved structure
• Prompts throughout the day for correct behavior
• System for linking student with at least one adult
• Increase in contingent feedback
• Feedback occurs more often and is tied to student
behavior
• Inappropriate behavior is less likely to be rewarded
• Elevated reward for appropriate behavior
• Adult and peer attention
• Linking school and home support
• Organized to morph into a self-management
system
73. Is My School Ready to
Implement a CICO System?
• School-wide system of behavior support in place (SET
Score 80% or higher)
• Staff buy-in for implementation of the CICO
• Administrative support
– Time & money allocated
• No major changes in school climate
– e.g. teacher strikes, administrative turnover, major
changes in funding
• CICO implementation a top priority
74. How Do You Build Student and Staff “buy-in”
for the CICO?
• Give CICO program a high profile in your
school
• Promote CICO as positive support not
punishment
• Collaboratively involve referring teachers in
CICO process
• Provide regular feedback to
staff, students, and families
75. Is It Really Resistance For
Intervention?
Before Implementing a Secondary
Intervention, You Must Ask:
Is the Student Receiving an
Adequate “DOSE” of the Universal
Intervention?
76. Team Time
Use your workbook to begin planning for
Social Skills and CICO implementation.
77. TIPS – Step 4
Develop and
Implement
Action Plan
77
78. Creating a Behavior Goal
• Clear goal needs to be set that can be
evaluated using data
• Goals can be measured in the following
ways:
– % reduction
– Absolute reduction
– Satisfaction level
78
79. Tips for Writing Behavior Goals
• Use the baseline data as a guide for
where you want behavior to go
• Intervention must match the goal
statement
• Achievable and age appropriate (in
comparison to peers)
• Must include a time frame
79
80. Example Behavior Goal
_______________ will (increase or decrease)
(Student Name) (select one)
_________________________ by or to
_________________
(Behavior) (% or number)
by _______________.
(date/timeframe)
80
81. 3 Questions that Action Plan must
Answer
• What are you doing?
• Who is doing it?
• By when?
81
82. TIPS – Step 5
Evaluate and
Revise Action
Plan
82
83. How do we Progress Monitor
for Behavior?
DBRs
• Daily Behavior Report = DBR
• The DBR involves a brief rating of target
behavior over a specified period of time
• Additional examples at
• http://www.interventioncentral.org/index.php/
tools/197-behavior-report-card-generator
83
84. Characteristics of DBR
The DBR involves a brief rating of
target behavior over a specified
period of time
– behavior(s) is specified
– rating of the behavior(s) typically occurs at least
daily
– obtained information is shared across individuals
(e.g., parents, teachers, students)
– the card is used to monitor
• the effects of an intervention
• as a component of an intervention
(Chafouleas, Riley-Tillman & McDougal, 2002)
84
85. How are DBR data summarized?
1
0.9 Class on Time
0.8
0.7
0.6
0.5
0.4 Completed
0.3 Work
0.2
0.1
0
Positive
Participation
85
86. DBR Considerations
• Measures perception of behavior
• “3 to 7” not “he is a 7”
• No absolutes in Social Behavior
• Rater Effects
86
87. Do we have a problem?
(Example of the PSM process for
Behavior
88. Team
Initiated
Problem Identify
Solving Problems
(TIPS) Model
Evaluate and
Develop
Revise
Hypothesis
Action Plan
.
Collect
and Use
Data
Discuss and
Develop and Select
Implement Solutions
Action Plan
89. Problem Statements
• Write a “problem statement” that specifies the
precise nature of the problem
• The more Ws (what, when, where, who, why)
you incorporate into the problem
statement, the more precise the problem
statement will be
• The more precise the problem statement, the
easier it will be to generate a solution that “fits”
the problem
90. Problem-Solving Action Plan
Write your
Precise
Problem
Implementation and Evaluation
Statement
here.
Precise Problem Statement, Solution Actions (e.g., Goal withTimeline,
based on review of data Prevent, Teach, Prompt, Who? By Fidelity & Outcome
(What, When, Where, Who, Reward, Correction, When? Measures, & Updates
Why) Extinction, Safety)
We have 8 students with 2-5
ODRs from Sept. to Nov. for Re-teach
SS 11/1/10 JM will earn 80% of
primarily disrespectful Responsibility lessons
Implement CICO his daily points on his
behaviors in the morning daily progress report
reading class and afternoon Reinforce on-task JA 11/3/10
behaviors with DPR per day for 4/5 days per
social studies class in order to
All 11/3/10 week by 12/18/10
access peer and adult teachers
attention.
91. Team
Initiated
Problem Identify
Solving Problems
(TIPS) Model
Evaluate and
Develop
Revise
Hypothesis
Action Plan
.
Collect
and Use
Data
Discuss and
Develop and Select
Implement Solutions
Action Plan
92. Solutions – Generic Strategies
• Prevent – Remove or alter “trigger” for problem behavior
• Define & Teach – Define behavioral expectations; provide
demonstration/instruction in expected behavior (alternative to problem
behavior
• Reward/reinforce – The expected/alternative behavior when it occurs;
prompt for it, as necessary
• Withhold reward/reinforcement – For the problem behavior, if possible
(“Extinction”)
• Use non-rewarding/non-reinforcing corrective consequences – When
problem behavior occurs
Although not a “solution strategy,” Safety may need to be considered
(i.e., procedures that may be required to decrease likelihood of injuries
or property damage)
93. Trevor Test Middle School
Problem statement: We have 8 students with 2-5 ODRs from Sept. to Nov. for primarily
disrespectful behaviors n the morning reading class and afternoon social studies class in order
to access peer and adult attention.
Prevent “Trigger”
Define & Teach Reteach Respect lessons
Implement CICO to provide more frequent feedback and instruction
about respectful behaviors.
Reward/Reinforce Reward students earning 80% of points on DPR
Withhold Reward
Corrective consequence
Other
Safety
94. Problem-Solving Action Plan
Write
Solutions Implementation and Evaluation
here.
Precise Problem Statement, Solution Actions (e.g., Goal withTimeline,
based on review of data Prevent, Teach, Prompt, Who? By Fidelity & Outcome
(What, When, Where, Who, Reward, Correction, When? Measures, & Updates
Why) Extinction, Safety)
JM has received 2 ODRs
during the first grading period Re-teach Respect
SS 11/1/10 JM will earn 80% of
for disruptive behaviors in the lessons
Implement CICO his daily points on his
classroom during reading daily progress report
possibly motivated by Reinforce respectful JA 11/3/10
behaviors with DPR per day for 4/5 days per
attention.
All 11/3/10 week by 12/18/10
teachers
95. Team
Initiated
Problem Identify
Solving Problems
(TIPS) Model
Evaluate and
Develop
Revise
Hypothesis
Action Plan
.
Collect
and Use
Data
Discuss and
Develop and Select
Implement Solutions
Action Plan
96. Problem-Solving Action Plan Documen
Document
t
Implementatio
Goal
n here.
here.
Implementation and Evaluation
Precise Problem Statement, Solution Actions (e.g., Goal withTimeline,
based on review of data Prevent, Teach, Prompt, Who? By Fidelity & Outcome
(What, When, Where, Who, Reward, Correction, When? Measures, & Updates
Why) Extinction, Safety)
JM has received 2 ODRs
during the first grading period Re-teach
SS 11/1/10 All 8 students will earn
for disruptive behaviors in the Responsibility lessons
Implement CICO 80% of daily points on
classroom during reading their daily progress
possibly motivated by Reinforce on-task JA (cico) 11/3/10
behaviors with DPR report per day for 4/5
attention.
All 11/3/10 days per week by
teachers 12/18/10
97. Team
Initiated
Problem Identify
Solving Problems
(TIPS) Model
Evaluate and
Develop
Revise
Hypothesis
Action Plan
.
Collect
and Use
Data
Discuss and
Develop and Select
Implement Solutions
Action Plan
98. CICO Avg Points Per Day
100
90
80
70
60
50
CICO Avg Points Per Day
40
30
20
10
0
1 2 3 4 5 6 7 8
99. Problem-Solving Action Plan
Evaluate
here.
Implementation and Evaluation
Precise Problem Solution Actions Goal withTimeline,
Statement, based on review of (e.g., Prevent, Teach, Prom Who? By Fidelity & Outcome
data pt, Reward, Correction, Ext When? Measures, & Updates
(What, When, Where, Who, W inction, Safety)
hy)
JM has received 2 ODRs 11/1
during the first grading period Re-teach
SS 11/1/10 JM willstudents are
5 earn 80% of
for disruptive behaviors in the Responsibility lessons
Implement CICO his meeting 80%on his
daily points goals
classroom during reading dailyconsistently and
progress report
possibly motivated by Reinforce on-task JA 11/3/10 might benefit from
behaviors with DPR permaintenancedays per
day for 4/5 plans.
attention. week by 12/18/10 are
All 11/3/10 Three students
teachers not making progress.
Consider modifying
plan and/or adding
additional
interventions.
100. Problem Solving Practice
• Use your disciplinary data to practice the
problem solving process.
• Use the TIPS problem solving worksheet
to assist you with the process.
101. Implementation Inventory
• Evaluates all three levels of
implementation
• Considers Systems, Data, and Practices
• Goal is 80% in each area
• Use this evaluation to continue to develop
and strengthen all three levels of your
problem solving model.
101
102. Are we done YET??
• Using your Action Plan document
complete the section on Behavior Tier 2.
• Complete the evaluation.
• Thank you!!!
102
Editor's Notes
Primary prevention focuses on preventing the development of new cases of problem behaviors by focusing on all students and staff, across all settings. We expect that primary/school-wide/universal implementation will result in about 80% of students gaining the necessary behavioral and social skills necessary to be successful in school.Batsche, G.M. (August, 2010). We know what RtI is, now what do we do with it? Critical elements for successful implementation. Presented at the Response to Intervention (RtI) Summer 2010 Institute: Building a Context for Excellence, Macomb ISD, Clinton Township, MI. Retrieved from http://www.misd.net/rti/6A%20‑Batsche%20Critical%20Elements%20for%20Success%20keynote.pdf
Be sure to emphasize that Needs don’t just exist with at-risk students. AIG students needing to be challenged is a problem as well that needs to be addressed. The difference would be that you would not be completing paperwork to document as you would with at-risk population.
Secondary prevention focuses on reducing the number of existing cases of problem behaviors by establishing efficient and rapid responses to problem behavior. Secondary prevention is only implemented after the successful implementation of S-W PBIS and should result in an additional 15% of students learning necessary skills.Batsche, G.M. (August, 2010). We know what RtI is, now what do we do with it? Critical elements for successful implementation. Presented at the Response to Intervention (RtI) Summer 2010 Institute: Building a Context for Excellence, Macomb ISD, Clinton Township, MI. Retrieved from http://www.misd.net/rti/6A%20‑Batsche%20Critical%20Elements%20for%20Success%20keynote.pdf
Be sure to emphasize that Needs don’t just exist with at-risk students. AIG students needing to be challenged is a problem as well that needs to be addressed. The difference would be that you would not be completing paperwork to document as you would with at-risk population.
Generally, students who would benefit from secondary supports demonstrate low-level problem behavior, have 2-5 office referrals, and demonstrate behavior across settings. (If behavior is in one location, it might be an issue with the environment, rather than the student.)
Direct assessment is another tool that can be utilized to measure behaviors. This tool is a direct assessment of the frequency of the a behavior across settings and across time. So, looking at this data what can we tell about when Shamel has the most difficulty with negative comments to peers?
Another form of direct assessment is a duration recording. This allows you to document the length of incidents for behaviors that might not occur frequently but last for a considerable amount of time, such as tantrums.
Sometimes it can be difficult to focus on one behavior, as many students present a variety of challenging behaviors. It is important to prioritize which behavior is having the most significant impact on the student and select that particular behavior to begin the intervention process.
This is an example of a students behavior, in which the student demonstrates several challenging behaviors. After some data collection, it is evident that the behavior the student demonstrates most often is leaving his assigned area. Considering the frequency is just one way to prioritize student behaviors. Remember to always address behaviors that are safety issues immediately with a crisis plan if necessary.
Setting events are environmental, personal, situations, or daily events that impact student behavior. They may or may not immediately precede the behavior, but are none-the-less a factor associated with the particular behaviors the student demonstrates.
This is an example of Setting Event data. We can see from this particular graph that having missed the bus or not having breakfast, which may be related issues, are common setting events associated with the behavioral challenges we observe.
Predictors of the occurrence or non-occurrence of the problem behavior Typically occur immediately before the problem behaviorWhen, Where, With whom, ActivityTime of dayPhysical SettingPeople presentTypes of interactions (demands, directives, etc.)
This is not an exhaustive list of antecedents, rather it is an example of data that can be collected.Often teachers will say “There is no pattern. The behavior happens all the time. It’s unpredictable.” It is important to know that it is extremely rare to see a behavior happen exclusively during one time period or one class or one activity. Rather, we tend to see the teacher is correct, the behavior does happen “all of the time,” however, when we collect the data we can see patterns emerge. Very often we can see one antecedent is more frequently associated with the behavior. While it is not 100% of the time, even accounting for only 20-30% of the time can help us know where to intervene. In this example, which antecedent is most often associated with the problem behavior we observe?
When we are talking about functional based approaches to behavior, consequences do not refer to punishments that follow behaviors. Rather, they are any particular outcome that happens immediately after the behavior. They are responses that allow the student to access something or avoid something. Even things we might not immediately recognize as a consequence can be enough to encourage a student to continue demonstrating a particular behavior.
This is an example of a graph containing the consequences a student experienced after demonstrating problem behavior. While calling a students name might not immediately seem like attention, it might be sufficient attention for that particular student. In this example, when the student demonstrated the behavior the teacher responded by calling the students name, which suggests the student is motivated by attention. Further, we can see the time-out response is relatively low, which suggests that the student is not trying to escape the classroom activities. So when ever you are collecting data about consequences be mindful of what each of the responses is either giving access to or helping a student escape.
Behavior communicates needNeed is determined by observing what happens prior to and immediately after behaviorKids engage in behavior for two reasons: to get what they want or avoid what they don’t want.Their behavior is based on their learning history. The behavior has worked in the past.Remember, there is no universal reinforcing or aversive stimulus. What we may find aversive, many find reinforcing, thereby inadvertently reinforcing inappropriate behavior. This is why we MUST observe what happens prior to and immediately after the inappropriate behavior.
Now that we have worked through the components of determining the function of the behavior, we need to write a statement that helps us make sense of the data. A hypothesis statement will help us to predict when the problem behavior is likely to occur and will guide our intervention and support efforts.
A hypothesis statement has four parts: where, context/antecedent, behavior, and the proposed function.
People engage in behaviors for a reason. When we understand functions we can try to guess what a person is trying to get or avoid. What is Robert trying to get or avoid?
It is not possible to determine function of a student’s challenging behavior simply by describing the behaviorChoose an appropriate interventionConnect the FUNCTION with the interventionAsk: Will this intervention meet the functional need?Ex. If the function of the behavior is to access adult attention:Intervention should prevent access to adult attention for inappropriate behaviorsIntervention should provide access to adult attention for appropriate behaviorsChoose an appropriate replacement behaviorNew or alternative behavior taught to the student as a replacement option for the problem behavior.Key points:It is probably more efficient for the student to engage in the problem behaviorReplacement behavior must allow student access to same functional need but more efficiently
Based on this data about consequences, if you were selecting an reinforcement component for a behavior plan, which reinforcement would be most effective?
Time to define hypothesis. Why are the behaviors occurring? This leads to more solvable solutions.
Ready for hypothesis and solution building
The TIPS model provides a framework for developing solutions. There are five main areas for intervention, not including safety.
Same problem, changing reinforcer to match hypothesis is good.