Session 12 Agenda

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Session 12 Agenda

• Doug presents on behavior planning
• Individuals work on their plan
• Pairs share with one another
• BREAK
• Reports
• Problems or Barriers with Behavior Planning
• Final Farewells

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Building Behavior Plans for Students
Doug Cheney University of Washington Seattle,
WA www.depts.washington.edu/beacons1
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Deciphering Difficult Behavior The Behavior
Pathway
It is as easy as ABC
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Possible Functions

• To Get/Gain
• To Avoid/Escape
• Sensory Stimulation
• (ONeill et al., 1996)

• Power/Control
• Escape/Avoidance
• Assertion/Differentiation
• Acceptance/affiliation
• Self-expression
• Gratification
• Justice/revenge
• (Neel Cessna, 1992)

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Summary Statement
Antecedent Behavior Consequence
When A occurs B begins, which results in C.

Once a summary statement has been determined the
team must take steps to determine whether it is
accurate or not
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Summary Statements Presenta Story or Narrative
Antecedent Problem Behavior Maintaining
Consequence When given an academic demand that
is difficult or confusing to Cassandra, she
becomes off task and then disruptive which
results in gaining attention while avoiding the
task.
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PBS Strategies are determined for each link in
the Behavior Pathway
These strategies are defined, data collection
measures are determined, and responsibilities
clarified, becoming the PBS Plan.
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The Complete Behavior Pathway
Behaviors
Setting Event
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Cassandras Behavior Pathway Summary
Behaviors
Maintaining
1/10/02
Desired Increase On Task Behavior
Consequence Reinforcement and attention
Setting Event IEP,Low Academic Skills, Perceived
Task Difficulty
Antecedent Academic Demand, Directions
Consequence Peer/Adult Attention, Control Work
Avoidance
Problem Disruption, Off Task
Acceptable Be in seat with less disruption
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Key Strategies in FBA (Stage Quiroz, 1998)

• Antecedent Strategies
• Cueing Prompting
• Self-monitoring
• Instructional Modifications
• Behavior Teaching
• Social Skills Instruction
• Consequent Strategies
• Differential Attention
• Individual or Group Contingencies

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Antecedent StrategiesStrategies that PRECEDE a
behavior and serve to decrease or
divert it.

• Stimulus Cues-
• Giving the student clear cues, signals, or
  reminders
• Presenting an outline of expectations before the
  behavior will be required,
• Set the student up for success (i.e. The teacher
  says, Remember students who are in their seats
  quietly will be asked to line up for recess.).

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Antecedent Strategies

• Instructional Modifications-
• Changing instructional presentation or work
  requirements of a student to make it easier for
  the student to successfully complete a task or an
  assignment.
• Examples (requiring only 1/2 the number of math
  problems, tape recording story ideas etc.).

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Antecedent Strategies

• Self- Management
• Actively involving the student in identifying,
  monitoring, and reinforcing their use of positive
  skills
• Example a student circles a smiley face each
  time he completes an assignment throughout the
  day. The smiley faces are then counted and goals
  set for reinforcement/acknowledgement.

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Behavior Teaching Strategies

• Give the student a clear understanding of what
  behaviors are expected and appropriate for
  success.
• These behaviors are designed to replace the
  problem behavior and meet student needs.
• Define It, Teach It, Model It, Practice It, and
  Reinforce It- regularly for Success!

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Behavior Teaching Strategies

• Social Skills Instruction
• Providing the student with direct training on
  necessary prosocial skills which address
  particular problem areas for the student
• Examples (classroom or non-classroom
  expectations, peer to peer skills, anger
  management, I statements, etc.).

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Behavior Teaching Strategies

• Note Remember, before you can expect a student
  to demonstrate a behavior you must
• Define It, Teach It, Model It, Practice It, and
  Reinforce It- regularly!

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Consequent Strategies Strategies that occur
AFTER a behavior and increase or maintain it.

• Differential Reinforcement (Attention) -
• Providing attention and praise for appropriate
  behaviors while not responding to problem ones
• Example The teacher sits by a student when she
  sees the student working at the assignment rather
  than when the student is not working.

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Consequent Strategies

• Group Contingencies-
• Used when a student CAN perform a skill but
  chooses not to and the student is motivated by
  peer attention.
• Creating a plan in which a group earns a specific
  reinforcer when a student or the group reaches
  criteria
• Example Earning a pizza party after students
  have turned in all assignments for 2 weeks

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Your Turn

• Individually attempt to complete the Behavior
  Support Plan Form.
• Share in a Pair, and discuss each others student
  with a partner.
• Identify problems/barriers for completing the
  final assignment