Team Updates Day 3

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Team Updates Day 3

• Team updates should include the following
  information
• People who were interviewed
• Settings in which observations took place
• Data collection tools used
• Patterns of behaviors that were identified
• Share hypothesis statements that was developed

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Process of Positive Behavior SupportFacilitators
Guide Positive Behavior Support

• Step 1 Identifying goals of intervention
• Step 2 Gathering information
• Step 3 Developing hypotheses
• Step 4 Designing Behavior support plans
• Step 5 Implementing, monitoring, and
  evaluating outcomes

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What is a Hypothesis Statement?

• A hypothesis statement is an informed,
  assessment-based explanation of the target
  behavior.
• It is an informed guess about the relationship
  between environmental events or conditions and
  students target behavior.

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Hypotheses Development

• When this occurs (describe context)
• the student does (describe the behavior)
• to access or avoid (describe functions).

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A sample hypothesis

• When Beverly
• (fast trigger) is not engaged with others or when
  shes engaged in activities for 15 minutes or
  longer (especially during lunch or free time)
• (slow trigger) did not get to sleep before 11
  p.m. the previous evening or does not feel well,
• (the student does) she screams, slaps her face
  and pulls his hair
• (in order to get) to gain access to teacher
  attention.

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Competing Behavior Model
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Sample Competing Behavior Model
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Competing Behavior Model
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Process of Positive Behavior SupportFacilitators
Guide Positive Behavior Support Step
4 Elements of Effective Interventions
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Elements of Effective Interventions

• Modify the environment
• Teach appropriate alternatives
• Manage consequences
• Promote lifestyle change

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Designing Interventions

• Proactive change the environment to make
  problem behavior unnecessary
• Educative teach skills to make the problem
  behavior inefficient
• Functional manage consequences to make problem
  behavior ineffective

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Proactive Strategies(Antecedent and Setting
Event Manipulations)
Strategies Remove a problem event Modify a
problem event
Instructional Examples Avoid difficult
independent work Shorten lessons Reduce of
problems Modify instructions
Social or Health Examples Avoid caffeinated
drinks Avoid large crowds Avoid long
delays Change voice intonation Use suggestive
rather than directive language
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Proactive Strategies (continued)
Strategies Intersperse difficult/ Unpleasant w/
easy or Pleasant events Block or neutralize
the impact of negative events
Instructional Examples Mix difficult problems w/
easy Mix mastered w/ acquisition tasks for
independent seat work Allow frequent breaks
during difficult work Reduce demands when student
appears agitated
Social or Health Examples Schedule non-preferred
activities among preferred Precede directives
with easily followed directives Provide
opportunities for rest when tired or ill Provide
time alone or time to regroup after negative
experience
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Proactive Strategies (continued)
Instructional
Social or Health Strategies Examples
Examples
Provide choice Include student preferences
Use cooperative learning State clear
expectations
Schedule preferred activities daily
Involve student in planning Provide variety of
activities Provide opportunities for social
interaction and daily exercise Promote a healthy
diet Make routines predictable/ understandable
Add events that promote desired behaviors
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Educative Strategies
Purpose Examples
Replacement Skills Prompt use of replacement
skill (Do you need help? What do you do to get
help?) Plan for practice using new skill
(during non-crisis times) Respond to requests for
break, play, help etc. Teach others to
understand communication system General/Coping/To
lerance skills Use praise, give stickers,
encourage self-record to control anger
Increase use of functionally
equivalent skills. Increase
use of alternative skills.
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Reduce outcomes of problem behavior.
Reinforce appropriate behavior
Functional Strategies
Purpose Examples

Provide corrective feedback Withhold
reinforcement for problem behavior (as
appropriate) Redirect to another activity
(prompt use of replacement behavior) Provide
praise, attention, break, tangibles, etc. when
engaged in or displaying appropriate behavior.
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Functional Strategies

Purpose Examples

• Escalation Redirect to desired activity
• 2. Eruption Clear others from the area make
  room safer.
• 3. De-escalation Engage in a calming activity

Crisis management
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Lifestyle Interventions
Types Examples
1. Help maintain friendships 2. Use peer
networks to introduce into play group 3.
Incorporate opportunities for daily choice 4.
Develop an action plan that moves from
segregated to inclusive settings 5.
Sample perspective jobs 6. Help to participate
in after school activities
Quality of Life Adaptations
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Strategies for Promoting Broad, Durable Behavior
Change(Generalization and Maintenance)

• Train diversely (i.e., multiple examples, general
  skills, different contexts)
• Use natural cues and contingencies
• Embed skills within typical routines
• Promote self-management skills

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Process of Positive Behavior SupportFacilitators
Guide Positive Behavior SupportStep
5 Monitoring and Evaluation of Outcomes
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Monitoring and Evaluationof Outcomes

• Decreases in problem behavior
• Increases in positive behavior
• Achievement of broader goals
• Durability of behavior change

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Monitoring Outcomes

• What Information to Collect
• Increases in use of alternative skills
• Reductions in occurrence of problem behavior
• Positive side effects
• improved grades
• increased attention
• peer acceptance

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Monitoring Outcomes

• What Information to Collect (cont.)
• Improvements in quality of life
• Increased participation in typical activities
• Increased choice/decision making
• Inclusion
• Improvements in consumer satisfaction
• Student
• Family
• Staff
• Others
• Improvements in health or well-being

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Monitoring Outcomes

• How to Collect Information
• Interviews
• Teachers
• Students
• Parents
• Service providers
• Informal anecdotal reports
• Communication logs with parents
• Teacher progress notes
• (Adapted from Meyer Janey, 1989)

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Monitoring Outcomes

• How to Collect Information
• Rating scales
• Student social skills
• Opportunities for choice
• Natural documents
• Report cards
• Incident reports
• Medical records
• Placement records
• Direct observation
• Frequency
• Duration
• Observation logs
• (Adapted from Meyer Janey, 1989)

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Monitoring Outcomes

• Broad Outcomes
• Increases in new skills plus decreases in problem
  behaviors with
• planned maintenance
• broadening quality of life goals
• Increased positive relationships with others
• Participation in school and community activities
• General health and well-being improved
• Individuals and familys increased level of
  satisfaction re personal growth development

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Monitoring Outcomes

• Specific Outcomes
• Skills enable the individual to meet needs in a
  socially acceptable manner
• Reductions in the individuals problem behavior
• Revised plan to address acquisition of unachieved
  skills
• Revised plan to enable individual to decrease
  problem behavior / increase new behaviors
• Support plan has been implemented in a
• consistent manner
• Support plan hypotheses and support strategies
• have been re-evaluated

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Cycle of Positive Behavior Support
Medical/Health
Functional Assessment
PCP
Curriculum
Hypotheses Global and Specific
Multicomponent Interventions
Data Analysis and Evaluation
Generalization/ Maintenance
Effective
Ineffective
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Self Check for Designing Support Plans

• Proactive Strategies
• Does the plan include antecedent setting event
  modifications to prevent problem behaviors
• Does the plan include modifications to make
  desired behaviors more likely

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Self Check for Designing Support Plans
Educative Strategies

• Do consequences for replacement skills produce
  outcomes that are more effective or efficient
  than the problem behavior?
• Do the replacement skills serve the same function
  as the problem behavior?
• If the plan targets multiple replacement skills,
  are the ones that produce the most immediate
  effect for the person taught first?

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Self Check for Designing Support Plans

• Functional Strategies
• Does the plan include consequence strategies for
  (a) strengthening alternative skills. (b)
  reducing the payoff for problem behavior, and (c)
  crisis management if necessary?
• Are desired outcomes for the problem behavior
  reduced or eliminated?
• Do general skills help the individual prevent
  problem situations from occurring?
• Does the crisis management plan address three
  phases of the crisis
• a) escalation
• b) eruption
• c) de-escalation

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Self Check for Designing Support Plans Lifestyle
Interventions
1. Does the plan include supports that will
improve the individuals quality of life? 2.
Does the plan include long-term adaptations that
will a) help the individual maintain new
skills, and b) prevent problem behaviors from
occurring?
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Self Check for Designing Support Plans

• Overall
• 1. Are the intervention strategies logically
  linked to the specific and global hypotheses?
• 2. Does the plan reflect individual and family
  preferences?
• Are all of the intervention strategies
• a) age appropriate
• b) acceptable for other people without
  disabilities
• c) can the plan be carried out in everyday
  settings without stigmatizing the individual?

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Team Assignments!!

• Teams should
• Schedule a time to meet to discuss the case
  presentation of their focus individual
• Develop a plan to include all of the work that
  has been completed up to this point
• Make sure that plans include strategies for
  generalization and maintenance
• Make sure that plan addresses strategies for
  monitoring
• Progress of focus individual
• Maintain team communication
• Readdress the plan over time
• Teams should be prepared to turn in a copy of
  their behavior support plan.

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Helpful Hints for Team Case Presentations

• Presentations should be approximately 20 minutes
  long
• Be prepared to share the following information
  with the large group and guest
• Description of the focus individual, goals, and
  team members
• Functional assessment methods
• Hypothesis contexts and functions
• Support plan components (based on hypothesis)
• Evaluation and monitoring methods
• Plan for continuation of support