School Psychology

1
School Psychology Behavior analysis
Collaboration for Systems Change

• Elizabeth Sexton, Ph.D., NCSP
• Jody Silva, M.A., BCBA
• Claudia Rossi, M.Ed.

2

• ABA. . . Involves the process of systematically
  applying interventions based upon empirically
  derived principles of behavior to improve
  socially meaningful behavior, and to demonstrate
  that the interventions employed are responsible
  for improvement in behavior.
• (Steege, 2007)

3
Context

• Research on students with EBD
• National Center for Educational Statistics
• Approximately .96 of total school population
• 51 16 years or older drop out of high school

4
Context

• Of students who did graduate (Merrell Walker)
• 44 had been involved with the courst by end of
  second year after graduation
• Witin 3 years after graduation, more than 50 had
  at least 1 arrest
• More likely to be placed in restrictive settings
  drop out of high school

5
Context

• Teachers of students with EBD
• Most have less than 5 years of experience
• Most stay less than 5 years in the profession

6

• Findings indicate that ¼ to ½ of all beginning
  teachers leave teaching within four years, and
  many do so because of the lack of an adequate
  system of learning supports.
• (Adelman Taylor, 2002)

7
Behavior Analytic Irony

• Functional Analysis positive behavior support
  have been mandated by IDEA

8
Behavior Analytic Irony

• Gresham, 2004 Fox Davis, 2005
• Little empirical support for external validity of
  FBA for students with average intellectual
  ability within the school setting
• Interventions often dont have empirical support

9
Behavior Analytic Irony

• Interventions chosen on basis of personal
  appeal, popularity, ease of implementation
  rather than degree of research
• Integrity of behavior interventions either not
  monitored
• Research based woefully insufficient
• Interventions that were serendipitous in nature
  resulted in larger effect size

10
Behavior Analytic Irony

• Blood Neal (2007) --
• Large gap between assessment of student needs
  use of that information to shape intervention
• Behavior plans were compliance documents rather
  than tools to shape behavior
• No consistent identification of
• Antecedents consequences
• Establishing operations or setting events
• Any instructional use of behavior function to
  help shape interventions

11
Behavior Analytic Irony

• Iwata Worsdell (2005)
• Few data that indicate that school personnel can
  determine behavioral function reliably or
  accurately
• And
• Use this information to design appropriate
  function-based interventions

12
RTI Behavior Analysis

• BA technology provides a systematic means by
  which
• assessments can be performed
• targeted interventions can be developed
• ongoing monitoring of responsiveness to those
  interventions can be done

13
Quantum Behavior Analysis

• . . . What it takes to change the world is one
  simple powerful idea
• J. Jackley

14
Quantum Behavior Analysis

• . . . A broad system of supports is needed to
  enable the creation of a system of competent
  behavior support. . . That will be sustainable
• (Witt, VanderHeyden Gilbertson, 2004)
• Intersection between clinical organizational
  behavior analysis

15
Quantum Behavior Analysis

• Embedded in OBM systems-level behavior analysis
• the eagle the earthworm
• (Sultzer-Azaroff, 2000)

16
Quantum Behavior Analysis

• OBM creates a structure for addressing behavior
  needs proactively effectively

17
Quantum Behavior Analysis

• OBM -- creating self-sustaining systems
• training education are aimed at all levels
  of the organization

18
Quantum Behavior Analysis

• putting scientific methods in the hands of
  teachers and students, to transform classrooms
  into places for data-based discovery, fully
  integrated with educational practice.
• (Binder, 1996)

19
Quantum Behavior Analysis

• focus on individualized strategies
• AND
• Focus on classroom, school-wide, school
  system-wide strategies

20
Quantum Behavior Analysis

• Entails learning how to support
• And
• Reinforce both teachers and students

21
Quantum Behavior Analysis

• Ultimate Goal to affect the broader working
  culture which sustains complex and challenging
  behavior

22
Quantum Behavior Analysis

• Lutzker Whitaker -- both big dirty
• Big serves multiple participants over an
  extended length of time
• Dirty among the most difficult kinds of
  applications to carry out

23

• . . . A broad system of supports is needed to
  enable the creation of a system of competent
  behavior support. . . That will be sustainable.
• ( Witt, et. Al., 2004)

24
Quantum Behavior Analysis

• A multielement/multicomponent treatment package

25
Quantum Behavior Analysis

• For Students
• assessment of initial behavior
  repertoire
• design of behavior interventions to expand
  this repertoire

26
Quantum Behavior Analysis

• For Teachers
• direct training
• on-site modeling
• performance feedback
• program evaluation

27

• A system of expert pedagogy and curricular
  design which involves training mentors to a high
  level of behavior analytic skill, who can then
  impart this expertise to other teachers
• (Greer, 2002)

28
Teachers First

• Effective ineffective teachers do not differ
  in how they deliver consequences for undesirable
  behavior. Rather, they differ in their use of
  antecedent strategies to prevent the occurrence
  of problem behaviors in the first place.
• (Witt, et al, 2004)

29
Teachers First

• Treatment Integrity the degree to which an
  independent variable is implemented as intended

30
Teachers First

• Integrity of plan implementation requires
• data collection
• analysis of interventions implemented to
  decrease likelihood of behaviors occurrence
• teachers response to target behavior

31

• Lack of treatment integrity results in increased
  behavioral intensity and persistence

32
Teachers First

• School Psychologist Consultant role
• ensure plan implementation
• ensure sustainability of system
• function as teacher
• trainer
• modeler

33
Teachers First

• School Psychologist Consultant Role
• provision of supervisory support at a level
  to reduce stress increase self-efficacy for
  supersiees
• embed an understanding of principles that
  govern basic behavior analytic technology

34

• Theres no failure, only feedback

35
Teachers First

• Performance Feedback
• Components
• frequent data review
• praise for correct implementation
• corrective feedback
• addressing questions as they arise

36
Data collection SheetTeacher 1
37
Teacher 2
38
Teacher 1
39
Teacher 2
40
Teacher 1
41
Teacher 2
42
Behavior Framework Specifics

• Its all PBS
• Its all behavior analytic technology
• Increases in interventions and support, based on
  data needs of the student

43
(No Transcript)
44
Behavior Framework Specifics

• The task of designing a reinforcement-based
  intervention thus becomes one of determining
  which conditions to change, how to limit
  reinforcement for problem behavior, and how to
  strengthen alternative behavior.
• (Iwata Worsdell)

45
Behavior Framework Specifics

• Essential features of intervention programs
• reinforcement based
• decrease behavior by
• -- altering antecedent conditions to make
  behavior less susceptible to reinforcement
• -- eliminating reinforcement for the
  behavior
• -- reinforcing the absence of problem
  behavior or occurrence of an alternative behavior

46

• Behavior change methodology

47
Behavior Analytic Fundamentals

• antecedent intervention
• Establishing/motivating operation manipulation
  (EO/MO)
• Functional Communication Training (FCT)
• Token Economy

48
Behavior Analytic Fundamentals

• planned ignoring
• response cost
• NCR
• DRO/A
• Extinction

49
(No Transcript)
50
Behavior Framework Specifics

• antecedent intervention
• Establishing/motivating operation manipulation
• Functional Communication Training
• Token Economy

51
Behavior Analytic Fundamentals

• planned ignoring
• response cost
• noncontingent reinforcement (NCR)
• differential reinforcement (DRO/A)
• Extinction

52
Behavior Framework Specifics

• Understanding reinforcement
• Positive vs. negative
• Social vs automatic

53
Behavior Framework Specifics

• highly positive positive praise, positive
  interaction, positive reinforcement
• attention withheld to extinguish target
  behaviors

54
Behavior Framework Specifics

• Level System
• Token Economy
• System of Positive Rewards
• Response cost, planned ignoring, extinction

55

• . . . Behavior maintained by reinforcement
  occurs because the presence of some antecedent
  event makes a reinforcer valuable. . .
• (michael, )

56

• Antecedent events
• contextual or ecological variables
• setting events
• stimulus control

57
(No Transcript)
58
(No Transcript)
59

• Scale up/scale down

60
(No Transcript)
61
(No Transcript)
62
Behavior Framework Specifics

• Establishing operations/motivating operations
• any antecedent that alters the
  effectiveness/value of a reinforcer

63
Behavior Framework Specifics

• Effects of EOs are diminished when responding
  produces reinforcement

64
Behavior Framework Specifics

• EO for positive reinforcement deprivation
• EO for negative reinforcement aversive stimuli

65
Behavior Framework Specifics

• Goal to capture positive behavior and reinforce
  it break the pattern of negative responding
• to replace negative behavior with positive
  behavior

66
(No Transcript)
67
Behavior Framework Specifics

• Functional Communication Training
• FCT teaching behaviors that are functionally
  equivalent to the students challenging behavior

68
FCT

• Provides the student a more efficient way of
  obtaining the consequences that maintain problem
  behavior
• Use of alternative behavior reduces the use of
  challenging behavior
• (Durand Carr, 1991)

69

• The logic of this approach is that if the
  student has another, more efficient way of
  obtaining the consequences that maintain his or
  her problem behavior, the use of the alternative
  behavior will simultaneously reduce the use of
  challenging behavior.
• 
  (Durand Carr, 1991)

70
FCT Positive Skills

• POSITIVE SKILLS -- Positive skills are taught and
  demonstrated through direct instruction and
  modeling. Games like Skills Bingo, Skills
  Charades and Around the World have also been
  developed, to provide ongoing modeling of target
  skills. Skills become increasingly complex as the
  student moves through levels, with each level
  incorporating more basic skills, and adding more
  complex skills. These skills include the
  following
• Teacher Attention (TA)
• Following Instructions (FI)
• Calm Person (CP)
• Accepting Criticism (AC)
• Accepting No (AN)
• Problem Solving (PS)
• Peer Cooperation (PC)

71
FCT

• General Skills
• Ignoring
• Disagreeing
• Transition
• Daily skills
• Work Completion
• On-task

72
(No Transcript)
73
(No Transcript)
74

• Catch them doing something good!!!

75
NCR

• the main advantage of NCR is that it may reduce
  problem behavior even though reinforcement for
  problem behavior is still available

76
NCR

• EOs can be lessened prior to problem behavior by
  providing noncontingent access to reinforcement

77
Differential Reinforcement

• NCR extinction do not explicitly strengthen
  alternative behaviors that are less dangerous and
  more socially acceptable

78
(No Transcript)
79
Differential Reinforcement

• DRA/O/I. . .

80
Extinction

• Target Behaviors
• Blurting
• out of seat
• verbal aggression
• physical aggression
• property destruction
• destruction of point sheet
• stealing

81
(No Transcript)
82
Extinction

• Extinction the reduction of behavior by
  withholding reinforcement

83
(No Transcript)
84
Putting It All Together

• Operationalize everything
• Common Language/common behaviors
• System for ongoing training and feedback

85

• Manual Overviews

86
Scaling Up Scaling Down
87
(No Transcript)
88
My Best Piece of Poetry
89
(No Transcript)