Title: Positive Behavioral Interventions and Supports PBIS: Behavioral Support Planning BSP Systems and Pra
1Positive Behavioral Interventions and Supports
(PBIS)Behavioral Support Planning (BSP)
Systems and PracticesIntensive Individualized
Intervention Level
- Based on the work of Horner, Sugai, et. al.
2Review
- Summary statements Behavior pathways
3Functional Assessment Pathway
Triggering Event or Antecedent
Problem Behavior
Maintaining Consequence THE FUNCTION Get
something Get away from Something
Setting Event
4Examples 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
5Examples 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
6Examples 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
7Team Time
- Please complete a summary statement for your
student
Just this section
8Hypothesis Statement
- When this occurs
- (describe the circumstances)
- the student does
- (describe the behavior)
- to get/avoid
- (describe the consequences)
9Sample 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- When the teachers attention is withdrawn or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.
10Design 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.
11Designing 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
12Effective environments make problem behaviors
- Irrelevant,
- Inefficient,
- and
- Ineffective.
13In 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.
14In 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
15In 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
16Linking 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)
17Desired 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.
18Team Time
- Please complete the
- Competing Pathways worksheet (top section) for
your student
19Preventive 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? -
20Examples 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)
21Teaching 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?
22Examples 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
23Function/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.
24Sample 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.
25Sample 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.
26Sample 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.
-
27Competing 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
28Competing 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
29Competing 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.
30Desired 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.
31Possible 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
32Review
- 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
33Team Time
- Please complete the entire Competing Pathways
worksheet for your student
34Building a Behavior Intervention Plan
35Plan 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)
36Plan 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?
37BSP 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?
38BSP 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?
39Team Time
- Complete the Behavior Support Plan Action Plan
for your student
40Fundamental 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).
41Team Time
- Complete the Behavior Support Plan Evaluation
Plan for your student
42Team Time
- Complete the Self-Assessment of Contextual Fit in
Schools for students behavior plan
43Summary
- Good Behavior Support Plans
44Good 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.
45Good 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
46Good 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)
47Good 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
-
-
48Match intervention to results of functional
behavioral assessments