Module 3: Individual Interventions

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Module 3 Individual Interventions
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(No Transcript)
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Module 3 Agenda

• Foundational Concepts
• Designing Interventions
• Operational Definitions
• Data Collection
• A-B-C Chain
• Functions of Behavior
• Specific Intervention Strategies

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Foundations
Environment impacts behavior
Behavior serves a function
All behavior is learned
Skill deficits impact behavior
Team approach is critical
Relationship matters!
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Foundations
All behavior is learned
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Foundations
Function Purpose
Behavior serves a function
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Foundations
Environments impact behavior
Environment
Behavior
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Foundations
Skill deficits impact problem behavior
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Foundations
Team approach is critical
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Foundations
Relationships matter!
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Operational Definition

• Observable
• Measurable

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Operationalized Description

• Operationalized Description

• Vague Description

Chad is lazy
Chad completes 1/5 assignments
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Operationalized Description

• Operationalized Description

• Vague Description

Makes derogatory comments to peers, such as
youre stupid
Susan is mean
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Operationalized Description

• Operationalized Description

• Vague Description

Thomas doesnt care about school
Absent average of 2 days/week
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Operationalized Description

• Operationalized Description

• Vague Description

Manuel doesnt play nicely
Grabs toys out of peers hands
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Data Collection
Frequency Duration Latency Intensity
Intervention
Baseline
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ABCs of Behavior
Behavior
Antecedent
Consequence
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Identifying Antecedents

• Antecedent

• Resulting Behavior

Academic tasks
Walking around room

Given task
Verbal refusal
Group work
Talking to peers
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Identifying Antecedents

• Antecedent

• Resulting Behavior

Independent work
Playing in desk

Transitions
Loud verbalizations
Unstructured situations
Physical interactions w/ peers
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Consequences

• Student given time-out
• Teacher gives praise/attention
• Peers laugh
• Has free time
• Teacher reprimands student
• Teacher redirects student
• Student gets good grade

BEHAVIOR
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Functions of Behavior
Internal
External
Cussing to get peer attention
Rocking in chair for soothing effect
Obtain
Walk out of class to avoid embarrassment
Escape/ Avoid
Hitting teacher to escape task
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Functions for Most Problem Behaviors

• Get peer attention
• Get adult attention
• Get reward or tangible item

• Gain access to preferred activity
• Get sensory stimulation
• Escape or delay a difficult task or non-preferred
  activity
• Escape or avoid a demanding situation

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ABCs of Behavior
Antecedent
Behavior
Consequence
Independent work in subject that is difficult
Sent to office (where given no attention)
Throws paper and yells
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ABCs of Behavior
Antecedent
Behavior
Consequence
Large group activity
Yells out and makes off-subject comments
Teacher gives mild reprimand peers laugh
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How do I determine the function of a behavior?
Talk to people who know the student
Observe the student in environments where
behavior most likely to occur
Talk to the student
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Replacement Behavior

• Appropriate behavior to replace problem behavior
• Should serve the same function as the problem
  behavior

Problem Behavior
Replacement Behavior
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Reinforcers
Tangible
Token
Natural
Social
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Variables that Make Reinforcers More Effective

• Immediately
• Frequently
• Enthusiasm
• Eye contact
• Description of the behavior
• Anticipation
• Variety

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Components of a Good Behavior Support Plan

• Strategies for
• Increasing desired behavior
• Changing the antecedents
• Providing positive consequences
• Managing inappropriate behavior

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Modify the Antecedent
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Modify Consequence
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Teach Replacement Behavior
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Function and Strategies

• Function
• Get access to desired activities or tangibles
• Strategy
• Deny access to the activity or tangible after a
  problem behavior (consequence)
• Teach acceptable alternatives to obtain access
  (replacement)

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Function and Strategies

• Function
• Escape or avoid unpleasant activities, tasks or
  persons
• Strategy
• Reinforce the student for compliance to your
  instructions (consequence)
• Teach the student how to seek help (replacement)
• Teach acceptable alternatives to escape
  (replacement)
• Reinforce the student for the absence of the
  problem (reward appropriate behavior)
  (consequence)
• Initially remove or reduce demands and then
  gradually increase them (antecedent)

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Function and Strategies

• Function
• Get attention from peers or teachers
• Strategy
• Increase attention for appropriate behaviors
  (consequence)
• Ignore problem behavior (consequence)
• Teach acceptable alternatives for attention
  (replacement)

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Function and Strategies

• Function
• Get sensory stimulation
• Strategy
• Interrupt and redirect the student (antecedent)
• Use reinforcement when behavior is not occurring
  (consequence)
• Increase access to alternative sources of
  stimulation (antecedent)

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Activity ABC Interventions
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Develop Action Plan

• What can go wrongwill go wrong!!

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Implement Plan and Collect Data

• Simple
• Same method as baseline

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Evaluate Effectiveness
Modify Intervention
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Big Ideas!

• All behavior is learned
• Behavior serves a function
• Environment impacts behavior
• Skill deficits impact behavior
• Team approach is critical
• Relationships matter!!