Paraprofessional Behavior Module

1
Paraprofessional Behavior Module

• Arkansas Department of Education
• Special Education Unit

2
Goals for this module

• Paraprofessionals will have a basic understanding
  of what it means to function as part of a
  behavior team.
• Paraprofessionals will have a basic understanding
  of how to assist the supervising teacher in
  promoting and responding to student behaviors.

3
Goals

• 3. Paraprofessionals will understand the
  importance of collecting and using data to
  support behavior change in students

4
Competencies Paraprofessionals will display

• 1. A basic understanding of the purpose of
  behavior programs and the philosophical basis
  underlying the selection of the strategies and
  techniques that the supervising teacher may
  employ.
• 2. An understanding of their role and the role of
  the supervising teacher in responding to student
  behavior and in the implementation of behavior
  support plans.

5
Competencies (Continued) Paraprofessionals will
display

• 3. An understanding of the variables that may
  contribute to student misbehavior.
• 4. The ability to identify the ABCs
  (antecedents-behaviors-consequences) of behavior
  and understand the process and importance of
  using this data to facilitate behavior change.

6
Competencies (Continued) Paraprofessionals will
display

• 5. The ability to verbalize the importance of
  being proactive (e.g., teaching an appropriate
  behavior to replace an inappropriate behavior)
  over being reactive.
• 6. The ability to identify the skills required to
  assist the supervising teacher in promoting
  positive behavior in the school environment.

7
Competencies (Continued) Paraprofessionals will
display

• 7. The ability to identify the skills needed to
  prevent inappropriate behavior, replace
  inappropriate behavior with appropriate
  behaviors, and respond appropriately to
  escalating behavior.
• 8. The ability to observe, record and chart
  behavior under the direction of the supervising
  teacher.

8
Competencies (Continued) Paraprofessionals will
display

• 9. An understanding of the role of
  confidentiality and how it relates to behavior
  management and discipline of students with
  disabilities.

9
Competency One A basic understanding of the
purpose of behavior programs and the
philosophical basis underlying the selection of
the strategies and techniques that the
supervising teacher may employ.
10
Our Purpose and Philosophyof Behavior Supports

• 1. The belief that the overall purpose of any
  behavior program is to aid the student in
  learning and displaying those behaviors conducive
  to learning and functioning in society.
• 2. The overall goal is to teach and encourage
  appropriate social behaviors.
• 3. The underlying philosophy is that appropriate
  behaviors can be taught just as we would teach
  any other lesson.

11
Importance of a Common Philosophy

• Prevents misunderstandings
• Ensures that both the supervising teacher and
  paraprofessional approach student behavior in a
  consistent and appropriate manner

12
Competency TwoParaprofessionals will understand
their role and the role of the supervising
teacher in responding to student behavior and in
the implementing of behavior plans.
13
Role of supervising teacher

• Creating a positive learning environment
• Establishing classroom rules and procedures
• Determining positive and negative consequences
• Writing Behavior plans
• Ensuring appropriate implementation of behavior
  plans
• Making major decisions regarding the direction of
  behavior management

14
Role of the Paraprofessional

• Assisting the supervising teacher in
• creating a positive learning environment
• observing, recording, and charting behavior
• implementing behavior plans
• crisis intervention
• supervising students behavior during free play
  or class activities
• reinforcing appropriate behavior and skills

15
Role of the Paraprofessional

• Demonstrating and/or modeling appropriate
  behavior
• Personal Hygiene
• Appropriate conversation and language skills
• Manners
• Coaching/cueing appropriate behavior

16
Competency ThreeParaprofessionals will
understand variables which contribute to student
misbehavior.
17
Dealing with Student Behavior

• Behavior is complex. Behavior does not occur in
  isolation.
• Environmental and intra-student variables
  contribute to students behaviors (both positive
  and negative).

18
Environmental VariablesVariables present in the
environment which can cause or contribute to the
students inappropriate behaviors.
19
Environmental Variables

• School/Classroom environmental factors
• Supervising teacher/Instructional factors
• Curriculum factors
• Social factors
• Home/community factors

20
School/Classroom Factors

• Unsatisfactory professional development programs
  for staff.
• Inconsistent discipline programs/philosophical
  differences
• Bus ride (length, problems on bus carry over to
  school, etc.)
• Temperature of building/classrooms
• School and staff to student ratio
• Areas in building that are inadequately supervised

21
School/Classroom Factors

• Rules/expectations in class/building far exceed
  skills of students to be successful
• Insufficient school materials (books, labs, other
  resources)
• Classroom seating arrangements (too close/near to
  peers, too far from supervising teacher, near
  window or distractions

22
Supervising Teacher/ Instructional Variables

• Supervising teacher expectations too high/too low
  for student
• Feedback to student not frequent enough
• Rates of reinforcement too low for students needs

23
Supervising Teacher/ Instructional Variables

• Supervising teachers energy, fatigue, or
  tolerance resulting in higher negative or less
  frequent feedback and interaction
• Insufficient rehearsal time, direct instruction
  time and guided practice time.

24
Supervising Teacher/ Instructional Variables

• Level of supervision (frequency/rate) too low for
  students needs
• Supervising teachers teaching style does not
  take into account students various/preferred
  learning styles.

25
Curriculum Factors (Knoff 2001)

• Curriculum too easy or difficult
• Curriculum not relevant to the students needs
• Curriculum presented too fast or slow for
  students learning rate.
• Insufficient opportunity to practice

26
Curriculum Factors

• Length of curriculum presentation too long for
  attention span of student
• Philosophy of curriculum presentation too narrow
  or broad (e.g. phonics only)

27
Social Factors

• The supervising teacher and his or her ability to
  effectively manage a classroom and create a
  positive learning environment can contribute to
  the presence or absence of inappropriate behavior

28
Social Factors

• The students peer group can contribute in a
  positive or negative manner.
• Do the peers support/reinforce appropriate
  behavior?
• Do the peers exert influence over inappropriate
  behavior by teasing, taunting, or instigating?

29
Home/Community Factors

• Absence of appropriate levels of parent
  supervision
• Discrepancy in values/expectations between home
  and school.
• Parents academic skills inadequate to help
  student
• Parents unable or unwilling to reinforce
  school-related academic/behavior strategies in
  the home

30
Home/Community Factors

• Parent/community difficulties such as substance
  abuse
• Parent unwilling or unable to meet
  health/nutrition/basic needs of child resulting
  in school absences, tardiness, and the ability of
  student to concentrate on school tasks

31
Intra-child VariablesVariables within the
student which influence his or her behavior
32
Intra-child Variables

• Cognitive factors
• Physical factors
• Emotional factors
• Academic Factors
• Motivational Factors

33
Cognitive Factors

• Memory skills
• Length of attention span
• Language
• Self control
• Absence or presence of prerequisite academic
  skills

34
Physical and Health Factors

• Hearing, motor, vision
• Speech (articulation, voice)
• Stimulation or fatigue
• Side effects of medication
• Stages of maturation/development
• Health conditions
• Sensory problems

35
Emotional Factors

• Emotional conditions
• Past/present history of abuse or neglect

36
Academic Factors

• Students level of academic functioning.
• Link between inappropriate behavior and the
  difficulty of the task. Inappropriate behavior
  increases with the difficulty of the
  instructional task.

37
Motivational Factors

• Major factor in motivation is the ability to
  predict success.
• You are more motivated to attempt a task if you
  have reason to believe you will be successful.

38
Competency FourParaprofessionals will be able to
identify the components and understand the
process and importance of conducting an ABC
analysis of behavior.
39
Have you ever said

• Ive tried everything!
• He needs to be somewhere else.
• He comes to school that way.
• He just needs a good spanking.
• Nothing Works!
• He does it all day.
• Its his home.

40
Have you ever said

• Nothing set him off .
• He could do better if he wanted to.
• He acts just like his daddy.
• What would you expect from his family.
• We punish him but it just doesnt work.
• Cant predict his behavior There is no reason.

41
Functional Analysis of BehaviorABCs of Behavior
42
The basis of functional assessment is the
acceptance that all behavior is a form of
communication and all behavior serves a purpose.

43
The process of identifying what is causing or
maintaining behavior is called the ABCs of
Behavior.
44
ABCs of Behavior

• Antecedent What happens just before a problem
  behavior occurs. Time of day, who is present,
  during what event/subject/task
• Setting events happen further away in time but
  still contribute to the problem behavior Lack of
  sleep, hunger, medication.
• Behavior What the student does that is
  observable. Written in concrete terms
• Consequences What typically happens after the
  behavior occurs. Indicates what maintains the
  behavior.

45

• ConsequencesBy looking at what occurs as a
  result of the behavior you are able to make an
  hypothesis about what is maintaining the behavior
  or what function is the behavior serving for the
  student.

46
Function of BehaviorWhat is the student getting
or avoiding when they engage in a specific
behavior?
47
Typical Functions of behavior

• Attention peer attention, adult attention
• Escape get out of an activity or away from other
  students/staff.
• Sensory stimulation-self reinforcing behaviors
  such as thumb sucking
• Access to materials or activities-something
  tangible the student wants.

48
Examples

• A B
  C

49
Situation 1When the supervising teacher gives
Joe a math assignment, he begins to get extremely
disruptive, causing the supervising teacher to
tell him to go stand in the hallway.
50
Antecedents

• What are the antecedents? What happens right
  before Joes behavior?

51
Answer Supervising teacher gives him a math
assignment.
52
ABCs

• A B C
• Math assignment

53
Behavior

• What behavior is the result of the supervising
  teacher giving Joe a math assignment?

54
Answer Disruptive behavior.He argues and
curses.
55
ABCs

• A B
• Math Assignment Curses and Argues

56
Consequence

• What is the consequence for Joe engaging in
  disruptive behavior?

57
Answer He is removed to the hallway.
58
ABCs

• A B
  C
• Math Assignment Curses and Argues
  removed

59
What do we know?

• What do we know about when Joe curses?
• He curses when given math assignments.
• What is Joe getting or avoiding by cursing?
• Being removed to the hallway is allowing him to
  avoid the math assignment.

60
Did Joe get what he wanted?
61
If Joe got what he wanted.

• Was that the supervising teachers intent?
• Is it possible that the supervising teacher saw
  removing him as a negative or punishing
  consequence?
• Will Joes cursing behavior decrease under these
  conditions?

62
For Joe the act of being sent out into the
hallway is a rewardHow do we know?Joes
behavior doesnt decrease (which is the effect of
punishment) but will increase or stay the same
(which is the result of reinforcement).(We will
look at punishment and reinforcement in more
detail later.)
63
Situation 2

• Peter wants peer approval. When he smarts off to
  his supervising teachers, his peers laugh and
  later tell him how great he is. His supervising
  teacher asks him to open his book, Peter smarts
  off. His peers laugh and look approvingly at
  him. The supervising teacher gives him lunchtime
  detention. Peter serves his time in lunchtime
  detention willingly.

64
Situation 2

• What are the ABCs of Situation 2?
• A B
  C
• (Antecedent) (Behavior) (Consequence)

65
What is the antecedent?What predicts when the
behavior is most likely to occur?
66
Situation 2

• A B
  C
• Teacher Request

67
What is the behavior that we can observe?
68
ABCs Situation 2

• A B
  C
• Teacher requests Smarts off

69
ConsequenceWhat happens after the behavior
occurs?
70
ABCs

• A B
  C
• Teacher requests Smarts off Peers laugh
• give
  approval
• Teacher gives
• 
  detention

71
Function of BehaviorWhat does Peter want to
get or avoid when he uses this behavior?
72
He is trying to get Peer Approval.
73
Is he trying to avoid lunch detention?How do we
know?Because his behavior is not decreasing
despite being sent to detention.
74
Why isnt lunch time detention stopping Peters
behavior?
75
Peters need for peer approval is stronger than
the consequence of lunch time detention.
76
Group Activity With a partner, look at Activity
Situation 1

• Trisha wants supervising teacher attention.
  Whenever the supervising teacher gives Trisha an
  assignment to do she immediately puts her head
  down on her desk. Seeing this the supervising
  teacher walks over to Trisha, leans down and with
  great care talks to Trisha about how she knows
  Trisha can do the assignment if only she will
  try. The supervising teacher normally spends at
  least 2 minutes per assignment getting Trisha
  started
• What are the antecedents, behavior and
  consequences?

77
Activity Situation 1 Answers

• What is the antecedent supervising teacher
  presents a task
• What is the behavior Trisha puts her head down
• What is the consequence supervising teacher
  attention.

78
What do we now know?

• Trishas need for attention is greater than her
  need for academic learning or success. Presently
  the only time she gets the supervising teachers
  total attention is for being helpless and not
  working. If the supervising teacher wants to
  increase the amount of work Trisha does without
  assistance she needs to rearrange the
  consequence. Trisha should get attention when
  she is working, not when she is not working.

79
Activity Situation 2

• Every day during recess Spencer (who has a severe
  speech and language disability) runs over to the
  swings, which is his favorite piece of equipment.
  If he gets to the playground late and someone
  else is on the swing, he will grab the swing and
  or pull him/her off.

80
Activity Situation 2 (continued)

• Usually the student pulled off the swing will go
  and tell the duty teacher/staff who will
  eventually come get Spencer off the swing and
  make him stand on the wall. Spencers parents
  are tired of him standing against the wall during
  recess and want the practice stopped. The
  schools position is that they cant let him hurt
  the other kids.

81
Activity Situation 2 answers

• What is the antecedent Recess, swing
• What is the behavior Pulls or pushes another
  student off the swing.
• What is the consequence Gets to swing on the
  swing.

82
Activity Situation 3

• Adam is an 11th grader. Whenever the supervising
  teacher gives him an assignment, which is
  unfamiliar to him, he argues about why he has to
  learn the material or why he has to do it. The
  arguments usually last a few minutes and ends
  with the supervising teacher becoming upset and
  sending him to the resource room.

83
Activity Situation 3 (continued)

• When he gets to the resource room, the resource
  room teacher sits down with him and explains
  what he needs to do to complete the assignment.
  Adam starts to work without any further comment.

84
Activity Situation 3 answers

• What is the antecedent unfamiliar work
• What is the behavior arguing
• What is the consequence being sent to resource
  room/getting assistance

85
What do we now know? Why do we know this?

• Principles of learning

86
Behavior Management The Underlying Principles
of Learning

• Or Why They Do What They Do

87
Competency Five Paraprofessionals will be able
to verbalize the importance of being proactive.

• Example Teach an appropriate behavior to
  replace an inappropriate behavior rather than
  waiting until a behavior occurs and attempting to
  just stop it.

88

• Most of us draw on our own past experiences and
  childhoods for our knowledge about behavior and
  behavior management.
• We need to put that aside and take a fresh look
  based on what science offers us.

89
Paraprofessional responsibilities

• Demonstrate, explain, model, and reinforce
  appropriate behavior and skills
• Observe, monitor, and record students behaviors
  in carrying out a particular behavior management
  plan.
• Help the teacher by responding immediately to
  students

90
Paraprofessional responsibilities

• Assist in working with smaller groups and
  individual activities
• Increase monitoring
• Provide frequent attention
• Help prevent problems
• Deal with problems quickly when they do arise.

91

• All behavior changes that result from experience
  Learning

92

• Competency Six
• Paraprofessionals will be able to identify the
  skills required to assist the teacher in
  promoting positive behavior in the school
  environment.

93

• Competency Seven
• Paraprofessionals will be able to identify the
  skills needed to prevent inappropriate behavior,
  replace inappropriate behavior with appropriate
  behaviors, and respond appropriately to
  escalating behavior.
• a basic understanding of learning and behavioral
  terminology
• understanding of principles of reinforcement and
  punishment

94
Classical Conditioning

• Learning based on repeated association
• (The things that happen at the same time as
  something important to you become important
  also. These things then become signals.)

95
Classical Conditioning (Continued)

• Remember
• The signal has to be clear what they hear and
  what they see
• The time between the signal and what happens next
  needs to be short. (Signal needs to be
  immediately prior.)
• Example Bell rings to signal end of class.
  Bell needs to be loud enough, and class needs to
  end right away not 30 minutes later.

96

• Song (is paired with)
• Party---------gtPleasure (Then the song
  brings pleasure.)
• Sight of you (is paired with)
• getting in trouble---gtFear / anger (Now
  the sight of you brings fear and anger.)
• Darkness (is paired with)
• Loud noise-------gtFear (Now darkness
  elicits fear.)
• ABCs (are paired with)
• Clowns-----------gtPleasure (or fear)

97

• Teaching math (was paired with) Smurfs ----?
  fear, confusion, and resistance
• Some children reacted negatively to the use of
  disposable gloves because they had been
  previously associated with bad experiences with
  doctors.
• An autistic child loved PE. When he saw the PE
  teacher, he wanted to go and play basketball. He
  liked her because of that pairing that
  association.

98

• Extinction
• When those two things are no longer paired, the
  response gradually weakens and disappears -
  EXTINCTION occurs.

99

• Signal
• Examples
• Turn lights off is signal to be quieter.
• Bell ringing is signal for class change.
• Mom putting on shoes and coat is the signal she
  is going out.
• Timer going off is the signal that work is
  finished.
• Ambulance is a signal that something is seriously
  wrong!

100
The Bottom Line.

• YOU can become paired with the goodies or with
  what is bad, depending on what you do with your
  students.
• Are you a signal that life at school will be
  positive and successful? Or are you a signal
  that says life will be difficult or even
  depressing?

101
Operant Conditioning

• Not all of our behaviors come from associations.
• We also learn from the consequences of our
  behavior.
• We operate on the environment and what happens
  AFTER we do something influences whether we do it
  again or not.

102
Law of Effect

• Behaviors which lead to satisfying consequences
  will be strengthened and are likely to be
  repeated,
• whereas behaviors that lead to unsatisfying
  consequences will be weakened and are less likely
  to occur again.

103

• Our environment is filled with consequences.
• If I walk into the wall, it will hurt, and I am
  not likely to do it again.
• Behavior produces consequences.
• Your behavior on the job will have the
  consequence of getting paid or getting fired
• Students behavior at school will have the
  consequence of passing or failing

104
Reinforcement

• Reinforcement is the most important consequence.
• Definition of Reinforcement Any consequence that
  increases the probability of a behavior
  occurring.
• What is reinforcing to one is not necessarily to
  another.
• Listening to a type of music.
• Playing football
• Entertaining a group

105

• Dont call it reward. The only way we know
  is if the behavior increases.
• Case study - vomiting
• Activity

106
When training a new behavior

• Important
• 1) Timing of the reinforcement (needs to be
  immediately after the behavior.)
• 2) Continuous. Reinforce every single time the
  behavior occurs (in the beginning you can space
  it out more later.)
• 3) What we use as a positive reinforcer must be
  reinforcing.

107

• Some reinforcers are learned - some are naturally
  reinforcing.
• Primary Reinforcers - naturally reinforcing and
  do not have to be acquired through learning
  Food, water, warmth, air
• Secondary Reinforcers - learned reinforcers (by
  associating them with primary reinforcers)
  money, grades, prizes, applause.

108
Positive Reinforcement

• Something (stimulus) is presented following a
  behavior, the behavior increases.
• A behavior occurs. Then something follows it.
  And then the behavior increases.

109
Positive Feedback (Praise)

• A powerful strategy for increasing positive
  behaviors
• Teacher decides when and how to use
• Guidelines
• Be specific for the positive behavior.
• Comment should focus on what the student did
  RIGHT.
• Include EXACTLY what part of the behavior is
  acceptable.

110
Positive Feedback (Praise) Guidelines (continued)

• Clearly communicates what behavior meets with
  approval.
• Should be given immediately.
• What you say should vary.
• Not too frequently or without reason.
• Be sincere and genuine.
• Be consistent.
• Be developmentally appropriate.

111
Why Positive Feedback Works

• Readily available as reinforcement
• Can be administered immediately after the desired
  behavior.
• Can be used repeatedly.
• May be used in combination with other strategies
  to increase behaviors.
• Can be tailored to a variety of behaviors by
  being specific about the activity.
• Works if the relationship between the student and
  the person giving the feedback is a positive
  relationship.

112

• Shaping The method of reinforcing successive
  approximations of the target behavior
• What if you never do what I want you to do? Ill
  reinforce the closest thing to it that you DO now
  and then reinforce further actions toward it.
• Shaping Demonstration

113
Examples of Shaping

• Shape eating with silverware.
• Shape cleaning up classroom.
• Shape sitting in seat.
• Shape finishing task.

114
Extinction

• If reinforcement stops coming after the behavior,
  the behavior will gradually weaken and disappear.
• If you stop giving attention for calling out,
  (and attention was what was keeping it there),
  calling out will weaken and disappear.

115

• Planned Ignoring (Extinction)
• When the inappropriate behavior is unintentional
  or not likely to recur
• When the goal is to gain teacher or para
  attention
• When you want a behavior to DECREASE

116

• Do NOT ignore when
• There is physical danger to you, others or the
  child
• A student severely disrupts the classroom
• There are violations of classroom rules or school
  policy
• Other students are providing attention

117

• Spontaneous Recovery
• Recurrence of the behavior - after rest or not
  being in that situation - following extinction.

118

• Schedules of Reinforcement
• CONTINUOUS INTERMITTENT
• REINFORCEMENT REINFORCEMENT
• (Every response is (Not all responses are
• reinforced) reinforced)
• Interval (Time) Ratio ( of responses)
• Fixed Variable Fixed Variable

119

• 5 basic schedules of reinforcement
• Continuous
• Fixed-interval
• Variable-interval
• Fixed-ratio
• Variable-ratio.

120

• Fixed Interval - The first response that occurs
  after a predetermined period of time - is
  reinforced.
• Paycheck every month.
• Members of Congress - visiting with the voters in
  their districts. 2 years between elections
  almost up when they make visits home. Visits --gt
  votes (reinforcement)

121

• Variable Interval - The 1st response made after a
  variable amount of time is reinforced. (Never
  knows when.)
• Fishing throw line in and wait.

122

• Fixed Ratio - Reinforcement occurs after a
  specified of responses.
• Piecework - bonus for every 100 pieces.
• Paid after every 10 yards mowed.
• Student gets a point after working 10 problems.
• (High rate of responding.)

123

• Variable Ratio - Reinforcement occurs after a
  varying of responses have been made.
• Slot machines.
• Highest rate of responding

124
Revisiting Extinction (or Planned Ignoring) The
Problem With It

• Once you start ignoring a behavior if you give
  in, even once, you put that behavior on a
  variable ratio schedule of reinforcement!
• The behavior will then be much more resistant to
  extinction, and will be very difficult to
  eliminate.

125
Non-Verbal Social Approval

• Nods
• Smiles
• Thumbs up sign
• Pat on the back
• High five
• Administer as soon as possible following the
  appropriate behavior.

126
Rules and Instructions as a Means of Increasing
Positive Behaviors

• Provide a guideline for what behaviors are
  appropriate.
• Clearly stated instructions or posted rules
  enhance communication about expected behavior.
• Can be used with other strategies like positive
  feedback.
• Restating the rules or instructions right before
  an activity will remind or cue the students about
  what is expected.

127

• Modeling
• Demonstration to make the expectation more clear
• Build a positive relationship with the student
• Invest time to get to know them.
• A positive relationship sets the ground work for
  all other strategies
• Students are more likely to listen and respond to
  rules and requests if they know their
  interactions with the paraprofessional or teacher
  will be positive.

128
Ways to be positive

• Demonstrate to students their importance
• Learn their names
• Actively listen to them
• Remember things said by them
• Praise continuation of appropriate behaviors
• Show interest in helping students
• Explain reasons for having rules
• Encourage students to participate in activities

129

• Students respond better to adults who take a
  personal interest in them.
• Develop positive relationships with all students
• Make sure the ratio between positive and negative
  experiences for students is about 5 positives for
  every negative.

130
Provide Cues to Students

• Nonverbal
• Eye contact
• Physical gestures (raising your hand in silence)
• Tapping or snapping your fingers
• Coughing or clearing your throat
• Facial expressions (smile)
• Body postures (tilting your head)

131
Cues

• More formal ones that require training
  usually during the first week of school.
• Dimming or shutting off lights as a signal to be
  silent
• Verbally reminding the class of the procedures to
  follow.

132
Proximity Control

• A tactic youve used frequently
• Standing near a student who is experiencing
  difficulty
• Moving around the room helps students stay on
  task because of your proximity to them.
• The students know youre aware of whats going on
  and with it.

133
Proximity Control (Continued)

• Helps the teacher to continue without
  interrupting the lesson or flow of the activity
• Keep in mind dont reinforce the inappropriate
  behavior or call attention to the student

134
Ways to Help Students Want to

• Relate the material to their life experiences
• Demonstrate an active interest in that child.
• Demonstrate an active interest in the childs
  activity or work.
• Use lots of words and body language that support
  and give positive feedback to the student.

135
Help Students Get Back on Task

• Solving the problem with the student
• Reviewing the directions
• Providing another example or demonstrating
• Supplying them the correct answer as a model

136
Considerations

• Behavior Management an opportunity for
  TEACHING, not an opportunity for punishment.
• Consider the impact on the students best
  interests.
• Avoid embarrassing students.
• Suggestions should be constructive.
• Constructive suggestions should occur in private.

137
Considerations (Continued)

• Never engage in a power struggle. Strive for
  win/win.
• Thank students when they are trying to improve.
• DO NOT touch a student when s/he is upset.
• Keep teachers informed.
• Documentation should be objective and free of
  emotion.

138
Behavior Management Plans

• Written document
• Describes the behavior to be changed
• Describes strategies or interventions regarding
  the target behavior
• Includes a recording system
• Developed by teacher or school team.
• Sometimes includes paraprofessionals input

139
Behavior Management Plans (Cont.)

• Assists the teacher and paraprofessional to
  proactively and effectively deal with behavior.
• Communicates behavioral expectations and
  consequences for achieving the goal.
• Helps paraprofessionals and teachers remain
  consistent.

140
Situation

• Students in Ms. Withits 7th grade language arts
  class frequently ask questions during independent
  seat work without waiting their turn or raising
  their hands. More than one student is often
  speaking at once and students yell the teachers
  name to get help.
• For three days, Ms. Withit and her
  paraprofessional counted and recorded the number
  of times students asked for assistance without
  raising their hands.

141

• For the three day period, the average number of
  times was 15 per class. Hands were raised only
  an average of 5 times.
• The teacher has decided that this is disruptive
  and that the first step in dealing with the
  problem is to create a plan which will increase
  the number of times that students raise their
  hands to request assistance.

142
Sample Behavior Management Plan

• Date of Plan January 26, 2003
• Class 7th Grade Language Arts
• Period 5th, 1120 a.m. 1210 p.m.
• Starting Date February 1, 2003
• Ending Date February 5, 2003
• Objective
• Students in the class will increase the number of
  times they raise their hands to indicate that
  they need assistance during independent seat work
  to at least 20 times per 50 minute class period.

143

• Target Behavior
• Raising hand before requesting assistance.
• Activities
• At the beginning of class on Monday the teacher
  will remind students that the teacher and
  paraprofessional will no longer provide
  assistance during seatwork unless students have
  first raised their hand to signal that they need
  help.
• Watch all students for the target behavior (who
  raise their hand before requesting assistance and
  how often.)

144

• Record the behavior on the tally sheet attached
  below.
• Acknowledge that youve seen their hand raised.
• When a student raises his/her hand, call on
  him/her as soon as possible.
• Thank them for raising their hand and provide
  praise.
• Provide assistance.
• Ignore those students who call out without
  raising their hands.

145

• Reinforcement procedures
• The teacher will use verbal praise immediately
  following hand raising.
• When students ask questions without raising their
  hand or waiting to be acknowledged they will be
  ignored.
• Materials needed
• Class Performance Chart with student names and
  target behavior.

146

• Recording procedures
• Using the tally sheet below, record the number of
  times that students raise their hands to request
  assistance during language arts class.

147
Class Performance Chart
Place a mark in the appropriate box for each time
a student raises hand to indicate they need
assistance. Repeat recording each day for one
week.
148
Summary of Guidelines Regarding
Paraprofessionals Responsibilities Regarding
Behavior Plans

• Remember The primary concern is to provide the
  BEST educational opportunities for students and
  teaching them new skills.
• The teacher provides the plan or approach.
• Any behavior concerns outside the plan will be
  referred to the teacher.

149
Summary of Guidelines Regarding
Paraprofessionals Responsibilities Regarding
Behavior Plans (Cont.)

• CONSISTENCY in following the strategies is
  critical.
• It is also important to systematically gather
  information about behavior in order to plan and
  develop effective strategies for teaching
  positive behaviors.

150
Punishment

• A stimulus or event occurs following a behavior,
  and the behavior decreases.
• Presentation of something unpleasant.
• Removal of positive reinforcement
• Time Out (from reinforcement)
• Response Cost (a fine take away positive
  reinforcement already earned.)

151
Problems With Punishment

• Onset/Offset Problem
• The behavior that gets punished will decrease,
  but whatever behaviors are occurring when the
  punishment ends will increase because it will
  be perceived that those behaviors are what caused
  the punishment to END.

152
More Problems with Punishment

• Doesnt weaken the tendency to respond just
  temporarily suppresses.
• Can generalize - similar situations
• Or - Behavior might be suppressed only in the
  presence of the punisher.
• Sometimes backfires and the behavior increases
  due to the attention its getting

153

• If punished intermittently, may cause
  indecisiveness.
• If no alternatives are available (and
  reinforced), may become withdrawn.
• Punisher - negatively reinforced
• Punisher becomes a Conditioned Aversive
  Stimulus and the relationship can be damaged.
• Can cause anger and reduce cooperation and spark
  resistance and defiance

154
More Problems With Punishment

• Students self-esteem can suffer if the only
  attention they are receiving is in the form of
  punishment.
• Learned helplessness I cant do anything
  right.
• Can discourage both unacceptable AND acceptable
  behaviors.
• Discourages students from taking social risks.

155

• Alternatives to punishment
• Extinction
• DRO
• DRL
• DRA
• DRI

156

• Observational Learning
• Modeling

157
Dealing With Escalating Behavior

• Source Sprague J., Walker H., Colvin G., and
  Ramsey E.

158
Dealing With Escalating Behavior

• Objectives
• Identify common assumptions that get school
  personnel into power struggles.
• Learn procedures to de-escalate behaviors.

159
Dealing With Escalating Behavior

• Assumptions
• I cant let a student get away with this.
• I need to establish authority.
• I need to get him settled down.
• I need to be in control.

160
Signs of Escalating Behavior

• Questioning and arguing
• Noncompliance and defiance
• Verbal abuse
• Disruption
• Bothering others
• Destruction of property

161
More Signs of Escalating Behavior

• Whining and crying
• Limit testing
• Threats and intimidation
• Avoidance/escape
• Off-task behavior

162
Preventing Escalating Behavior

• Recognize the behavioral signs for escalation
• Avoid escalating responses
• Maintain calmness, respect, and detachment
• Use crisis prevention techniques.

163
Phases of Escalating Behavior
Peak
5
De-escalation
Acceleration
6
4
INTENSITY
3
Agitation
Calm
7
2
1
Trigger
Recovery
T I M E
Source Walker H., Colvin G., Ramsey E., 1995
164
Phases of Escalating Behavior - One

• Phase One CALM
• 1. On task
• 2. Follows rules expectations
• 3. Responsive to praise
• 4. Initiates behavior
• 5. Goal Oriented
• 6. Socially appropriate

165
Phases of Escalating Behavior - Phase Two
TRIGGERS

• School-Based
• 1. Conflicts
• a. Denial of something they need
• b. Something negative is inflicted
• 2. Changes in Routine
• 3. Provocations
• 4. Pressure
• 5. Interruptions
• 6. Ineffective problem solving
• 7. Errors
• 8. Corrections

• Non-School-Based
• 1. Dysfunctional families
• 2. Health Problems
• 3. Abuse
• 4. Nutrition
• 5. Sleep
• 6. Substance abuse
• 7. Drug babies
• 8. Gangs

166
Phases of Escalating Behavior Phase Three
AGITATION

• Decrease in Behavior
• 1. Stares into space
• 2. Language subdued
• 3. Hands contained
• 4. Withdraws from group
• 5. Off-task, Frozen

• Increase in Behavior
• 1. Eyes dart
• 2. Language non- conversational
• 3. Busy hands
• 4. In and out of group
• 5. Off-task / On-task

167
Phases of Escalating Behavior Phase Four
ACCELERATION

• 6. Criterion problems
• 7. Whining crying
• 8. Avoidance escape
• 9. Threats and intimidation
• 10. Verbal abuse

• 1. Questioning Arguing
• 2. Non-compliance defiance
• 3. Off-task
• 4. Provoking students
• 5. Compliance with accompanying inappropriate
  behaviors

168
Phases of Escalating Behavior Phase Five PEAK

• 4. Severe tantrums
• 5. Hyperventilation
• 6. Screaming
• 7. Running
• 8. Violence

• 1. Serious destruction of property
• 2. Assault
• 3. Self-abuse

169
Phases of Escalating Behavior Phase Six
DE-ESCALATION

• 7. Responsive to directions
• 8. Responsive to manipulative or mechanical tasks
• 9. Avoidance of discussion (unless there is
  occasion to blame others)

• 1. Confusion
• 2. Reconciliation
• 3. Withdrawal
• 4. Denial
• 5. Blaming others
• 6. Sleeping

170
Avoid Escalating Responses

• ? Getting in the students face
• ? Discrediting student
• ? Nagging or preaching
• ? Arguing
• ? Engaging in power struggles
• ? Tugging or grabbing the student
• ? Cornering the student
• ? Shouting or raising voice

171
Techniques for Managing Agitation

• Teacher Support
• Space
• Choices
• Preferred Activities
• Teacher Proximity
• Independent Activities
• Movement Activities
• Involvement of the Student
• Relaxation Activities

172
Prevention Is Good, But What Do You Do When The
Behavior Occurs?

• Source Willis, T., 1998

173
Prevention is Good, But What Do You Do When the
Behavior Occurs

• Reactive Strategies Positive
• (Too many people who are restraint dependent and
  time-out dependent)
• No one wants a crisis best emergency management
  is just dont have one!
• Traditional management to punish
• First you have to know WHY they are doing it (FA)
• And what are the cues and conditions under which
  the behavior occurs?

174

• If you know the antecedents, you know what NOT to
  do.
• The behavior never occurs with this personAsk
  the person What do you do? (I just give him his
  spaceetc.)
• Should be built into the program.
• Survive with dignity
• Dont make it worse.
• If you have good antecedent strategies good
  prevention, and good teaching, then reactively
  you can do whatever you want.

175

• When he pushes his work away, say Do you need
  help?
• When he puts his head down, say You look like
  you need a break.
• We have designed activities he can understand we
  have a nonaversive classroom we are reinforcing
  him for participating and for completing, and for
  not stripping naked. All of the treatment is
  there. So we can let him take a break.

176

• THEN build it in that the activity is SO
  reinforcing that he wont WANT to take a break.
• So GIVE him attention GIVE him a hug we are not
  worried because we have a good treatment plan.

177
Lets Get Real

• So often, we try to create programs for kids that
  WE wouldnt be able to do.
• Imagine that you are sitting in a parking lot.
  Someone walks up to you, points a gun, and says
  Give me the car. .You COULD say Im not
  going to reinforce that behavior.

178

• Remember Rodney King? Speeding, chased by
  police. Didnt stop. Finally trapped. Gets out
  of car big but no gun, no bat, no knife. All
  saw on video beating by police. What else
  could have been done?

179
Traditional Reactions to Challenging Behavior

• Wash mouth out with soap
• Write 500 times I will not.
• Clean up the mess!
• Wash the wall!
• Wash all of the walls!
• If he refuses, MAKE him do it.
• Take a lap!
• Loud NO!

180

• Nagging
• Time-Out
• Go to your room!
• Go to bed early!
• You lose 5 points! (or worm, or apple, etc.)
• Youre grounded for life
• Go to the principals office!
• Systematic exclusion
• No recess
• Stay after school

181
Traditional Reactions to Challenging Behavior

• Punishment by delivery Type 1
• Punishment by withdrawal Type 2
• Natural Consequences
• Logical Consequences
• NO REAL PURPOSE EXCEPT VENTING YOUR OWN EMOTIONS.
• Results in movement to the next stage of crisis

182
Reasons for Avoiding Traditional Consequences

• Punishment / discipline
• Legal and administrative reasons
• Danger of elicited aggression
• Danger of thoughtful aggression
• Lack of social validity

183
Antecedent Control Strategies

• The Best Emergency Management is NOT to have an
  emergency in the first place.
• What can we do?
• Remove seductive objects
• Fidgety Phil gets into everything
• Lock the gate because Ted runs

184

• Lock your purse Sandra steals
• Dont take Alan to the store he has Pica
• Dont give Ralph coins he puts them in his
  mouth
• Dont leave food out Karen has an eating
  disorder
• Dont leave sweets out John has diabetes
• He got in my purse again! (Why again?)

185

• Joe has ADHD and you have thousands of knick
  knacks out and they are worth a lot. (Many
  have problems with impulse control or no
  brakes.)
• Child-proof and then when hes learned can
  bring them back out again.
• Kid who hates women (or men)
• Kid and teacher have personality clash and
  clash...

186

• Remove unnecessary demands and requests
• Set the table ? turning over the table.
• Take out the trash ? yelling and screaming
• Do this puzzle ? biting the teacher
• Shape participation

187

• Eliminate the provocative statements and actions
• Profanity when criticized in front of peers
• You are noncompliant.
• You have just lost all your privileges.
• Hurry, hurry, hurry (pushing and prodding)
• Hands on - ? leads to assault
• Child mumbles something and you say, What was
  that you said!!?? What did you say??!!

188

• Change the timing and location of activities
• Slow to awaken from nap awaken gradually with
  music.
• PE in afternoon not first period
• Dont ask them to clean up during their favorite
  movie
• Dont interrupt ongoing activity (respect)
• Change appointment schedule
• Maybe cant prevent all episodes, but many.

189
Interrupt the Behavioral Chain

• Dont interrupt me.
• You made me lose my train of thought.
• What was I saying?
• Think of a tantrum
• What does it look like?
• Think about it as a number of response chains.
• Think of the task analysis of the tantrum
• Slow motion or turning on and off a VCR.

190

• Behaviors have little spaces between them.
• One behavior serves as a cue for the next.
• What I do right now reinforces the previous.
• Can you do something to INTERRUPT the chain of
  events?
• Lots of ways to intrude on that chain.

191
Facilitative Strategies

• Designed to help the person solve the problem and
  regain control
• Active listening - Reflect the message
• You seem to be upset
• You want to leave.
• You dont like
• Your ____ seems to be hurting you.

192

• Facilitating Communication in Other Ways
• Determine the nature of the problem.
• What do you want?
• Do you have a problem?
• Do you need help?
• Whats wrong?
• Can you show me where it hurts?
• Non-directive listening
• Understanding presence

193

• Facilitate relaxation
• Acknowledge the person is upset
• Instruction in relaxation
• Model relaxation position and movement
• Move to quiet place
• Decrease volume and slow movements

194

• Help solve the problem.
• This is the way to do it.
• Have you tried this way?
• Prompt the solution.
• Use words like calm down, chill out, when
  teaching to relax.
• Then when escalating use the same words and
  THAT ITSELF will help them calm down.

195

• Identify his favorite music divert him to it.
  Turn it on. Then teach HIM to do that when hes
  upset. When youre upset, put on your music.
• Set up a Time-In location a place that has
  nice soft furniture, low lighting, very
  comfortable.
• Teach him that its the place to go and relax.
• Then when escalating say, Lets go relax.

196

• Help him solve the problem.
• You know you have someone who can tie his shoe.
  Today he asks for help to do it.
• Imagine you are on your way to an appointment.
  You lost your keys. Youre walking around who
  took my keys? Cant find them late upset.

197

• Train and build in reinforcement for
  independence, but at that moment, solve the
  problem right thing to do.

198
Redirection and Instructional Control

• Redirect to competing activities
• Run an errand
• Ask entire class to name three favorite things
  and call on student with the problem first
• Ask entire class to stand up and take a deep
  breath.
• Check this and see if its ok.

199

• Ask student to collect the classwork.
• 2 children starting to escalate Excuse me,
  would you run this here and you would you do
  this over here?
• Or give directions to the entire group
• Put your pencils down, everyone take a deep
  breath, now let it out, do it again. You just
  needed a little relaxation. (The two who were
  escalating followed along and that intruded on
  the escalation.)

200

• Look for directions they cant help but follow
  again, to interrupt.
• Friends daughter major tantrum. Loved ice
  cream. Im going to Baskin-Robins, Ill meet you
  in the car. She loves good ice cream. Cant
  help but do it.
• Upset think of their favorite thing go up and
  say Lets go do it. In many cases, they will.
  But make sure that event is available outside of
  the emergency.

201

• Help me instructions
• Run this paper to the office for me.
• Help me take out the trash.
• Collect the papers for me. Or I dropped my
  papers and I need your help. (Columbo)
• Teach him to use an escape card that says I want
  to take a break. (or is red) (Before, he was
  spitting at you to send the same message.) Now
  You look like you need to take a break.
  Prompt with card.

202

• Proximity control
• Closeness may influence behavior
• But for some, it will help if you move away.
• If you can see it in their eyes, sometimes it
  helps not to ask them to do the task.

203

• Inject humor
• Humor may interfere with anxiety/ anger.
• Laughter may release endorphins which may give a
  feeling of well-being
• Underused coping strategy
• A look or gesture
• Tickling
• VERY difficult to be angry and laugh at the same
  time.

204
Creative Behavior Management

• Stare into the air
• Swat flies
• I forgot my ____
• Hold this for me.

205
Creative Behavior Management

• Look at ______!
• Dropped my contacts!
• Drop all your change
• Knock over something
• Talk to yourself
• Feign a heart attack
• Coughing attack

206
Creative Behavior Management

• Do something completely out of context