Positive Behavioral Interventions and Supports PBIS: Behavioral Support Planning BSP Systems and Pra - PowerPoint PPT Presentation

1 / 48
About This Presentation
Title:

Positive Behavioral Interventions and Supports PBIS: Behavioral Support Planning BSP Systems and Pra

Description:

When given math worksheets & other assignments, Caesar does not do his work, he ... Alone for Given Math Profanity Gets out of. 30 minutes or other task ... – PowerPoint PPT presentation

Number of Views:361
Avg rating:3.0/5.0
Slides: 49
Provided by: dpacc
Category:

less

Transcript and Presenter's Notes

Title: Positive Behavioral Interventions and Supports PBIS: Behavioral Support Planning BSP Systems and Pra


1
Positive Behavioral Interventions and Supports
(PBIS)Behavioral Support Planning (BSP)
Systems and PracticesIntensive Individualized
Intervention Level
  • Based on the work of Horner, Sugai, et. al.

2
Review
  • Summary statements Behavior pathways

3
Functional Assessment Pathway
Triggering Event or Antecedent
Problem Behavior
Maintaining Consequence THE FUNCTION Get
something Get away from Something
Setting Event
4
Examples of Behavioral Pathways
  • Jason screams and hits his head when approached
    by his peers Marge or Allison. When he screams,
    Allison and Marge move away and leave Jason
    alone. This is more likely to happen if Jason is
    tired.
  • Setting Event Trigger Behavior
    Consequence
  • Tired Approached Scream
    Avoid Marge
  • by Marge hits head
    Allisons
  • or Allison
    teasing

5
Examples of Behavioral Pathways
  • When given math worksheets other assignments,
    Caesar does not do his work, he uses profanity
    disrupts lessons, especially, when he has worked
    alone for 30 minutes without peer contact. His
    work does not get completed, he avoids teachers
    requests.
  • Setting Event Trigger Behavior
    Consequence
  • Alone for Given Math Profanity
    Gets out of
  • 30 minutes or other task disruption
    completing work

6
Examples of Behavioral Pathways
  • Marla steals objects and hides them in her
    desk/backpack. There is always a big scene
    when the objects are discovered. The problem is
    most likely during independent/seat work.
  • Setting Event Trigger Behavior
    Consequence
  • teacher working stealing
    teacher
  • occupied alone objects
    attention

7
Team Time
  • Please complete a summary statement for your
    student

Just this section
8
Hypothesis Statement
  • When this occurs
  • (describe the circumstances)
  • the student does
  • (describe the behavior)
  • to get/avoid
  • (describe the consequences)

9
Sample Hypothesis Statements
  • When the teachers attention is withdrawn or
    focused on another child, Lisa makes noises this
    results in the teacher scolding her and moving
    her closer.
  • When Donna finishes work before the other
    students, she scribbles on her desk this
    alleviates her boredom.
  • When Marcus is unclear about the directions for
    an assignment, he stays in his seat and talks to
    peers this keeps him from feeling frustrated.
  • When unanticipated changes occur in the schedule,
    Ben throws his materials having to pick them up
    delays the transition to the next activity.

10
Design a Behavior Support Plan
  • Behavior Support Plans are only as effective as
    our understanding of the context of the problem
    behavior.
  • Therefore
  • Invest the time it takes, for each child, to
    build a precise hypothesis statement.
  • To be effective, Behavior Support Plans must
    include specific components that PROMOTE positive
    behavior and DETER problem behavior.

11
Designing Effective Behavior Support Plans
  • Behavior support is the redesign of environments,
    NOT the redesign of the individual.
  • Make the environment effective for this kid.
  • Positive Behavior Support plans define changes in
    the behavior of those who will implement the
    plan.
  • BSPs describe what WE will do differently

12
Effective environments make problem behaviors
  • Irrelevant,
  • Inefficient,
  • and
  • Ineffective.

13
In An Effective Environment
  • Problem behaviors are irrelevant when
  • Child doesnt need to escape anymore
  • Child has access to positive events more
    commonly
  • Problem behaviors are inefficient when
  • Alternative behavior is available
  • Alternative behavior is taught
  • Problem behaviors are ineffective when
  • Problem behavior NO LONGER works- it does not
    get the child what they want to obtain or what
    they want to avoid.

14
In An Effective Environment
  • Intervention Components
  • Make Problem Behavior Irrelevant, Inefficient,
    Ineffective
  • --Prevention Strategies (Make it Irrelevant)
  • Schedule
  • Curriculum (Content, sequence)
  • Instruction
  • --Teaching Strategies (Make it Inefficient)
  • Replacement skills
  • Adaptive skills

15
In An Effective Environment
  • Intervention Components/Procedures (cont)
  • --Function/Consequence Strategies (Make it
    ineffective)
  • Prevent reinforcement of problem behavior
  • -do not allow the student to get or get away
    from whenever they display the problem behavior
  • Increase reinforcement of desired and replacement
    behaviors
  • -allow the student to get or get away from
    whenever they display the replacement or desired
    behavior

16
Linking results to behavior support plan
Modify
consequence events to made the
problem behavior inefficient
(appropriate alternative behavior results in more
desired pay offs)
Modify antecedent events to made the problem
behavior irrelevant (unnecessary)
17
Desired Alternative
Typical Consequence
Competing Pathways for our friend Eddie
Points, grades, questions, more work.
Do work w/o complaints.
Setting Events
Triggering Antecedents
Maintaining Consequences
Problem Behavior
Noncompliance, profanity, physical aggression,
Lack of peer contact in 30 minutes.
Do difficult math assignment.
Avoid task, remove from class.
Acceptable Alternative
Ask for break, ask for help.
18
Team Time
  • Please complete the
  • Competing Pathways worksheet (top section) for
    your student

19
Preventive Strategies
  • AKA Make the problem behavior irrelevant
  • What modifications to the environment (academic,
    social, physical) may PREVENT the problem
    behavior?
  • What adjustments will make the problem behavior
    unnecessary?

20
Examples of Preventive Strategies
  • Increase the effectiveness of instruction for
    this child
  • (Strategy Instruction, Content Enhancement
    Routines)
  • Increase academic skill levels
  • Modify the curriculum
  • (interest preferences, choice, sequence)
  • Modify the demands
  • (quantity, difficulty, input, output, groupings,
    alternative tasks)
  • Clarify the expectations
  • Reorganize the physical interactional setting
  • (have supplies available, pair seats, independent
    seats)

21
Teaching Strategies
  • AKA Make the problem behavior inefficient
  • What skills can be taught to the student that
  • will meet the same need, or function, as the
    problem behavior,
  • AND
  • will improve the students ability to cope and
    adjust to the circumstances?

22
Examples of Teaching Strategies
  • Directly teach replacement skills
  • Directly teach a communication alternative
  • How to ask for OR signal for
  • help,
  • a break,
  • interaction,
  • attention,
  • time alone,
  • reduced demands,
  • more time to finish,
  • alternative assignment,
  • movement, etc

23
Function/Consequence Strategies
  • AKA Make the problem behavior ineffective
  • manage what maintains the behavior
  • Make sure the child gets what they want or avoids
    whatever it is ONLY when the desired/replacement
    behavior is displayed.
  • Make sure they do not get what they want or
    successfully avoid whatever it is when they
    engage in the problem behavior.

24
Sample Possible Interventions
  • When the teachers attention is withdrawn or
    focused on another child, Lisa makes noises. This
    results in the teacher scolding her and moving
    her closer.
  • Have the teacher tell Lisa when she will be
    unavailable for extended periods, Im
    helping..next. I will be over after that.
  • Teach Lisa to raise her hand when she needs
    attention or help. Remind her, PRECORRECT her, to
    do this. Provide attention whenever Lisa raises
    her hand, even if it is just to say, Thank you.
    Ill be there in a minute. Ignore all other
    noises.
  • Arrange for students to peer tutor or simply
    work side-by-side in pairs. Keep Lisas pair in
    close proximity to the teacher.

25
Sample Possible Interventions
  • When unanticipated changes occur in the schedule,
    Ben throws his materials. Having to pick them up
    delays his transition to the next activity.
  • Provide a written or picture schedule and refer
    to it throughout the day. Prepare Ben for
    changes, by noting them on the schedule.
  • Teach him to ask for clarification or assistance
    regarding changes. Reward him for smooth
    transitions.
  • If materials are thrown, have him pick up his
    materials after he finishes the next activity.

26
Sample Possible Interventions
  • When Donna finishes work before the other
    students, she scribbles on her desk. This
    alleviates her boredom.
  • Brainstorm with Donna things she can do when her
    work is finished (e.g., color, read, teacher
    helper- water plants). Precorrect Donna to do one
    of her activities should she finish earlier than
    other students.
  • Teach Donna to ask for activities or items when
    she is finished or when she is feeling bored.
    Provide them consistently following her requests
  • Teach Donna to peer tutor other students.

27
Competing Pathways
Maintaining Consequence
Desired Alternative
Maintaining Consequence
Problem Behavior
Setting Events
Triggering Antecedents
Acceptable Alternative
Behavior Support Planning
Setting Events Manipulations Neutralize/
eliminate setting events
Antecedent Manipulations Add relevant remove
irrelevant triggers
Behavior Teaching Teach alternative that is more
efficient
Consequence Manipulations Add effective
remove ineffective reinforcers
28
Competing Pathways
Maintaining Consequence Discussion about answers
homework.
Desired Alternative Do quiz without complaints.
Problem Behavior Verbal protests, slump in chair,
walks out of room.
Triggering Antecedent Daily nongraded quiz on
previous nights homework
Setting Events On Mondays and/or when up all of
the night before.
Maintaining Consequence Avoids doing quiz
homework discussion.
Acceptable Alternative Turn in with name sit
quietly w/o interrupting.
Behavior Support Planning
Setting Events Manipulations
Antecedent Manipulations
Behavior Teaching
Consequence Manipulations
29
Competing Pathways
Maintaining Consequence Discussion about answers
homework.
Desired Alternative Do quiz without complaints.
Problem Behavior Verbal protests, slump in chair,
walks out of room.
Triggering Antecedent Daily nongraded quiz on
previous nights homework
Setting Events On Mondays and/or when up all of
the night before.
Maintaining Consequence Avoids doing quiz
homework discussion.
Acceptable Alternative Turn in with name sit
quietly w/o interrupting.
Behavior Support Planning
  • Setting Events
  • Manipulations
  • Give time to
  • review
  • homework.
  • Give quiet time
  • before starting.

Teach Behavior Teach options to problem
behavior 1. Turn in blank 2. Turn in w/ name 3.
Turn in w/ name first item done. 4. Turn in
w/ name 50 of items done.
Consequence Manipulations With first sign of
problem behaviors, remove task, or request
completion of task. Remove task based on step
in task analysis. Provide effective verbal
praise other reinforcers.
  • Antecedent
  • Manipulations
  • Give easy
  • warm-up task
  • before doing
  • quiz homework.
  • Precorrect
  • behavior options
  • consequence.

30
Desired Alternative
Typical Consequence
Once again the Competing Pathways chart for our
friend Eddie
Points, grades, questions, more work.
Do work w/o complaints.
Setting Events
Triggering Antecedents
Maintaining Consequences
Problem Behavior
Noncompliance, profanity, physical aggression,
Lack of peer contact in 30 minutes.
Do difficult math assignment.
Avoid task, remove from class.
Acceptable Alternative
Ask for break, ask for help.
31
Possible Interventions for Eddie
Setting Event Manipulations
Antecedent Manipulations
Consequence Manipulations
Behavior Manipulations
Immediately reinforce entering class. Provide
reinforcer w/in 1 min. of starting task (3 min.,
5 min., 10 minutes) Give break help Sit with
preferred peer when done
Teach options to problem behavior 1. Ask for
break 2. Ask for help 3. Turn in assignment as
is. Teach missing math skills
Arrange for peer interaction before math
class Provide positive adult contact Sit with
preferred peer
Introduce review type problem before difficult
tasks Remind of alternative behaviors Do first
problem together
32
Review
  • Design a Behavior Support Plan
  • To develop an intervention pathway for your case
    study student make sure your plan has the three
    intervention components
  • Prevention make the behavior irrelevant
  • Change the environment so its not necessary
  • Teaching make the behavior inefficient
  • Teach a replacement skill that works better
  • Managing Function/Consequence make the
    behavior ineffective
  • Remove reinforcement of the problem behavior
  • Maximize reinforcement of the replacement behavior

33
Team Time
  • Please complete the entire Competing Pathways
    worksheet for your student

34
Building a Behavior Intervention Plan
35
Plan for Implementation of the BSP
  • Behavior Support Plans outline specifically
  • What replacement behaviors will be taught to the
    student?
  • Who will teach replacement behaviors to the
    student?
  • How the student will be taught to use the
    replacement behaviors?
  • What will be used to signal the student to use
    the new skill(s)? (natural events, teacher
    prompt, time, peer)

36
Plan for Implementation of the BSP
  • Behavior Support Plans outline specifically
  • How occurrences of problem behavior be handled?
  • How crises be handled?
  • What conditions will make student success more
    likely? (e.g., prompts, cues, time spent with
    someone, practice) And, what can be done to
    encourage this?
  • What conditions will make student success
    unlikely? (e.g., inconsistencies, contextual fit)
    And, what can be done to prevent this?

37
BSP Monitoring Modification
  • Behavior Support Plans outline specifically
  • What behavioral changes will we expect?
  • general outcome, long short term goals,
  • maintenance generalization
  • What methods will be used to measure and monitor
    progress toward the goals?
  • How will progress be recorded, at what
  • frequency, and by whom?

38
BSP Monitoring Modification (cont.)
  • Behavior Support Plans outline specifically
  • What decision rules/criteria will be used to
    decide if the BSP should be maintained, faded,
    modified, or discontinued?
  • Who will be responsible for monitoring the
    accuracy or the integrity of the implementation
    of the BSP?
  • At what interval will the team monitor the BSP?

39
Team Time
  • Complete the Behavior Support Plan Action Plan
    for your student

40
Fundamental Rule
  • You should not propose to reduce a problem
    behavior without also identifying alternative,
    desired behaviors person should perform instead
    of problem behavior (ONeill et al., 1997, p.
    71).

41
Team Time
  • Complete the Behavior Support Plan Evaluation
    Plan for your student

42
Team Time
  • Complete the Self-Assessment of Contextual Fit in
    Schools for students behavior plan

43
Summary
  • Good Behavior Support Plans

44
Good Behavior Support Plans
  • Use operational definitions of problem behavior
  • kicking, spitting, biting
  • Identify classes of behavior
  • all the behaviors that serve the same
    function
  • Identify problem routines
  • so the plan can reshape and redesign those
    routines so they work for the child
  • Make recess work for her.

45
Good Behavior Support Plans
  • Use Functional Assessment to
  • build a precise Problem Behavior Pathway for
    each problem routine

Maintaining Consequence THE FUNCTION Get
something Get away from something
Fast Trigger or Antecedent
Problem Behavior
Slow Trigger or Setting Event
46
Good Behavior Support Plans
  • Define a concise hypothesis statement
  • When this occurs
  • (describe the circumstances)
  • the student does
  • (describe the behavior)
  • to get/to get away from
  • (describe the consequences)

47
Good Behavior Support Plans
  • Use a Competing Behavior Pathway to build an
    intervention plan with the 3 eyes
  • Make the problem behavior Irrelevant by
  • Preventing it from occurring
  • Make problem behavior Inefficient by
  • Teaching new skills providing alternatives
  • Make problem behavior Inefficient by
  • Increasing reinforcement of positive behaviors
  • Make problem behavior Ineffective by
  • Decreasing reinforcement of problem behaviors

48
Match intervention to results of functional
behavioral assessments
Write a Comment
User Comments (0)
About PowerShow.com