The 4 Rs of Behavior Intervention - VCU Autism Center
The 4 Rs of Behavior Intervention
Slide 1: The 4 Rs of Behavior Intervention
Alicia Hart
Training Associate
Slide 2: Introduction
• It is important to have a plan outlining what to do and how to do it.
• We will discuss:
o What is a Behavior Intervention Plan?
o Who is a part of a Behavior Intervention Plan?
o What does it mean to reduce behavior?
o What does it mean to replace behavior?
o What does it mean to reinforce behavior?
o What does it mean to respond to behavior?
Transcript:
As we mentioned in the case study introduction, interfering behavior is different from student to student. However, no matter WHAT the interfering behavior is, there is a way to prevent the behavior or teach the student a more appropriate behavior! When students demonstrate interfering behavior, it is important to have a plan in place outlining WHAT to do and HOW to do it. If there is not a plan in place, then the team will not be consistent and the interfering behavior will likely not be reduced or go away.
A good behavior plan will outline four primary components. The best way to think about and remember behavior intervention is through the 4 Rs: Reduce, Replace, Reinforce and Respond!
In this presentation, we will discuss:
What is a Behavior Intervention Plan?
Who is a part of a Behavior Intervention Plan?
What does it mean to reduce behavior?
What does it mean to replace behavior?
What does it mean to reinforce behavior?
What does it mean to respond to behavior?
Slide 3: What kind of plan does a student need?
• Some interfering behaviors may be minor, others severe.
• Minor levels of interfering behavior may warrant an informal intervention plan.
• The teacher is to communicate all the steps of the plan.
• Other behaviors are severe and require a formal Behavior Intervention Plan (BIP).
Transcript:
Just as all students with ASD are different, so too, are the types of interfering behavior you may encounter. Some interfering behaviors may be minor while others may be much more severe. Interfering behavior may cause harm to the student or harm to other people, including classmates, teachers or paraprofessionals. Other interfering behavior may cause damage to materials or the environment or be a safety issue. Still other behavior may be less severe but that behavior interferes with the student’s learning or the learning of those around him.
For students with minor levels of interfering behavior, an informal intervention plan may be warranted. This is essentially a plan developed by the teacher with input from various team members. For example, the teacher may ask you, the paraprofessional, for your input as the plan is written. The teacher may ask the parent of the student for input or may ask other service providers. With this type of plan, often, there are many proactive strategies in place. The teacher is to communicate all the steps of the plan to you, the paraprofessional, through meetings and by showing you how to implement them.
Some interfering behaviors exhibited by students will be more severe or intense and will require a comprehensive, formal Behavior Intervention Plan. Let’s discuss the formal Behavior Intervention Plan, or BIP, on the next slide.
Slide 4: What is a Behavior Intervention Plan?
• A Behavior Intervention Plan (BIP) is a legal part of your student’s IEP.
• You must be aware of the plan and know how to implement it.
• It is a confidential document!
• The BIP uses information found in the Functional Behavior Assessment.
• The BIP changes and evolves as the student changes, learns, and matures.
Transcript:
First and foremost, a Behavior Intervention Plan, or BIP, is an actual document that is a legal part of your student’s IEP. For any student with a BIP, you must be aware of the plan and know exactly how to implement it. It is essential that you talk to your supervisory teacher and identify any students who do indeed have a BIP and that time is taken to teach you the steps.
The BIP is a confidential document and should be treated as such. The BIP should be placed in the student’s file with his or her IEP but you can review the information as needed. If you find you need another copy of the BIP, talk to your supervisory teacher about finding a secure location where you can easily access and review the details.
The BIP is created using the information found during the Functional Behavior Assessment, or FBA. The FBA provides a lot of information about why the behavior is occurring, or the function of the behavior, as well as other information about the interfering behavior. A Behavior Intervention Plan is a living document—one that changes and evolves as the student with ASD changes, learns, and matures.
Slide 5: What is a Behavior Intervention Plan?
• Components of the plan are the same!
• Every BIP should be individualized to the student’s strengths and challenges.
• Intervention plan should be to teach the student a more appropriate skill!
Transcript:
As noted, a student with interfering behavior may have an informal intervention plan or may have a formal, binding Behavior Intervention Plan. Regardless of the type of plan the student has, the components of the plan are the same!
Because every student with ASD is different, every intervention plan will also be different! This means that every Behavior Intervention Plan should be individualized and should consider the student’s strengths and challenges. Remember the characteristics of ASD that we covered in module one? These primary and secondary characteristics of ASD often prevent the student from understanding what is expected and knowing how to handle every situation. By taking into account each individual student’s abilities, we can create a plan that respects individual differences, is considerate of the student’s quality of life, and above all, teaches the student what TO do. And really, the number one goal of any Behavior Intervention Plan is to teach the student a more appropriate behavior. This approach to behavior creates a dignified and respectful plan for your individual student with ASD. Simply put, there are no cookie cutter approaches to ASD or behavior intervention.
Slide 6: Who is part of a student’s Behavior Intervention Plan?
• You are a vital member of the student’s team!
• Other members may include:
o Student’s teachers
o Administrators
o Family
o Community members
o Student
Transcript:
In your role as a paraprofessional, it is crucial that you understand what your student’s intervention plan states because you are a vital member of this student’s team! Other members include the student’s teachers, administrators, the student’s family members, and of course, the student with ASD.
Because it is so important that those who interact with the student are consistent, behavior intervention is a group effort and every person has a role to play in the intervention process, including the paraprofessional. One person alone cannot always investigate behaviors, or even implement an intervention plan.
Slide 7: Implementing the Behavior Intervention Plan
• Those who support the student should know how to implement the steps of the plan.
• Be sure to ask your supervisory teacher.
• You can review the BIP as needed.
Transcript:
Because it is so important, we will stress again. Every person who supports the student should know the steps of the plan and how to implement them. This requires training and often modeling of how to implement. If you are not sure of how to implement any of the steps, be sure to ask your supervisory teacher. Additionally, it is important to communicate with your supervisory teacher frequently about the plan and discuss how the implementation is going to ensure it is effective.
The teacher or student’s case manager will maintain the primary copy of the intervention plan. However, you can review it as needed. It may be helpful for you to keep a copy in a safe, secure location so you can view it when needed. Talk to your supervisory teacher about a secure location that is easily accessed.
Slide 8: What are the steps of a Behavior Intervention Plan?
• Looking at behavior in a systematic way gives insight into why the behavior is occurring and what we should do.
• Every BIP should include the 4 Rs:
o Reduce
o Replace
o Reinforce
o Respond
Transcript:
Interfering behavior can quickly become very complex and it’s easy to get lost in all the data and terminology. However, looking at behavior in a systematic way gives us a lot of insight into why the behavior is occurring and what we should do.
The first component of an intervention plan is to have a firm understanding of WHAT the interfering behavior is, as well as WHY it is happening. We will discuss this more in the next few presentations. We must understand exactly what the behavior looks like as well as the function it serves for the student.
Once we have these components identified in the plan, the next part will be the interventions you are to implement. A simple and easy way to remember all the steps of a BIP is the 4 Rs: reduce, replace, reinforce and respond. The first step in a BIP is to be proactive and attempt to reduce the chance of interfering behavior. We will discuss this first step in a later presentation when we discuss how to use M.A.P.S., or Modify, Adjust, Provide and Support. The next three steps will outline strategies to change or replace the interfering behavior with a more appropriate alternative and how to reinforce and respond to behavior. It is important to remember that no matter what step you may find yourself in, every part of a Behavior Intervention Plan should be positive!
Let’s go through each step of the BIP in a little more detail. In the upcoming slides, we will look at a Behavior Intervention Plan for our student, Dwight.
Slide 9: The definition of the behavior
• Everyone on the team must know exactly what the behavior looks like.
• Hypothesis for Dwight’s interfering behavior: In order to gain attention, Dwight will leave the area without permission provided he is left alone or left to complete independent assignments.
Transcript:
An important aspect of the intervention plan is to make sure the interfering behavior has been clearly defined and the function identified so that everyone on the team knows exactly what the behavior looks like and when it may occur. If you are unsure of what the interfering behavior is, ask your supervisory teacher to clarify what interfering behavior you are replacing and what the replacement behavior is.
Let’s refer back to Dwight. Once all the necessary information is gathered, the team clearly defined the interfering behavior, in Dwight’s case, leaving the room without permission. In the hypothesis, it is important to define the function or purpose behind the interfering behavior and under what circumstances the behavior occurs. Dwight will leave the area without permission provided he is left alone or completing independent work. Dwight’s team determined that he leaves the room in order to gain attention.
Slide 10: Reduce the behavior
• Providing proactive strategies may be the simple solution to reduce the behavior.
• Proactive strategies:
o Provide Dwight with a seat in the classroom away from the exit.
o Provide Dwight with a lot of attention prior to independent work.
o Place a “Return to Work” sign on the desk and by the door as a visual reminder.
Transcript:
While you may want to move ahead to other steps in the BIP, providing proactive strategies may be the simple solution that reduces the behavior! Make sure you are implementing all proactive strategies from the student’s Behavior Intervention Plan. The number one rule for behavior intervention is to do what you can to prevent the interfering behavior from occurring!
In this table, you will find a list of proactive strategies that Dwight’s team decided would prevent him from leaving the classroom. Most importantly, Dwight’s teacher will want to make sure his desk is not next to an exit. On two occasions, Dwight left the classroom without telling anyone. This is a major safety concern! Just this environmental consideration could prevent Dwight from having easy access to leave the classroom. Another proactive strategy is providing attention prior to independent work. This will give him the opportunity to get a lot of attention that he craves prior to working alone. Dwight also has a “return to work” visual reminder on his desk and on the door.
The team felt confident that their strategies designed to reduce the occurrence of behavior would help Dwight immensely by allowing him more appropriate ways to access attention from adults in the room. However, they weren’t confident that this would completely eliminate Dwight’s behavior. Leaving the room without permission is a serious safety concern. With this in mind, the team moved to the next step.
Slide 11: Replace the behavior
• The student needs to learn to do something instead of the interfering behavior!
• Replacement behavior must serve the same function.
• Replacement behavior: During independent work and leisure time, Dwight will give the “visit card” to a person in the room to gain attention.
Transcript:
Although a proactive approach is crucial, we must also determine the skill the student needs to learn to do instead of the interfering behavior. It is important to remember that the replacement behavior MUST serve the same function or purpose. If the replacement behavior does not meet this requirement, then it will NOT replace the interfering behavior.
Since Dwight’s team determined that the function of his interfering behavior is to obtain attention, we need to determine a behavior that will get Dwight attention more efficiently than leaving the room. In this chart, you can see the team decides to teach a replacement behavior so that during independent work and leisure time, Dwight will give a “visit card” to a person in the room to gain attention. The teacher decides this would be an easy way for Dwight to communicate that he wants to talk with someone. Essentially, the teacher provides Dwight with a visual card that says, “visit.” The teacher plans an opportunity for Dwight to be working independently. When the teacher sees Dwight get up from his seat, she prompts Dwight to hand the ‘visit card’ to an adult in the room. Dwight receives immediate attention for 1 minute from the adult. This immediate attention is Dwight’s reinforcement for doing the new replacement behavior.
Let’s now discuss how to reinforce the replacement or new behavior in more detail.
Slide 12: Reinforce the behavior
• The next step in the BIP is to reinforce the new, more adaptive skill.
• Dwight’s potential reinforcers:
o Attention or ‘visiting’ time when he appropriately asks for attention
o Listening to music when he remains in the room
• Implementing Dwight’s reinforcers
o Uses replacement behavior – Provide immediate attention for designated amount of time
o Not engaging in interfering behavior and working appropriately – Provide Dwight with a token
o Engages in interfering behavior – Ignore the behavior and quietly prompt Dwight to return to desk using light physical prompting
Transcript:
The next step in the BIP is to reinforce the new, more adaptive skill. We have discussed reinforcement and its importance in an earlier module. Whenever we reinforce something, we make it stronger and we certainly want to make the new positive behavior stronger!
In the first list, you can see that for Dwight, his two main reinforcers are attention and listening to music. Attention is his strongest reinforcer, so his team will want to save this for when Dwight engages in the replacement behavior. Anytime he asks appropriately for attention, his teacher and staff pour it on!
In the second list, you can see how Dwight’s team implements the reinforcers. Dwight will also get credit for NOT engaging in the interfering behavior, too! For instance, Dwight is sitting at his desk working independently and not leaving his area. In this situation, the teacher may give Dwight one token towards listening to music. At first, it may only take one token to earn listening to music. As Dwight understands what is expected, the teacher can then require two tokens before music, then three tokens, and so on.
An important point to remember here is that reinforcement is given for the RIGHT behavior. While we want to reinforce Dwight when he is in the room and not attempting to leave, we must ensure we remove ALL reinforcement from Dwight when he does try to leave the room. This requires the team to plan for the occasion that the interfering behavior occurs. Since attention is the function and a reinforcer, the team will need to ignore the interfering behavior of leaving the classroom to the maximum extent possible. This does not mean they let Dwight leave the room, but means they do not draw attention to it. If Dwight attempts to leave they can quietly redirect him into the classroom and back to his desk. At no point do they talk to him about leaving the room or scold him. This would be giving him what he wants: attention!
Slide 13: Ways to reinforce behavior
• Reinforce a more positive skill by giving a student:
o Verbal praise
o A high five
o Access to a desired item or activity
o A small piece of food or drink
o A short break
• Reinforcement MUST be used at precisely the right time.
Transcript:
You may be asked to reinforce a more positive skill by giving verbal praise, giving a student a high five, giving a student access to a desired item or activity, providing a small piece of food, allowing the student to have a short break, or possibly something much more individualized for the student. Some of the reinforcers used with students with ASD may seem odd to you, but they can and do work! In order for the student with ASD to stop using the interfering behavior and to start and continue to use the more adaptive behavior, reinforcement MUST be used at precisely the right time.
Every intervention plan must have specific instructions for all team members so that everyone is consistently reinforcing the new behavior. Consistent reinforcement is definitely a reason to constantly review the student’s Behavior Intervention Plan! But let’s think about Dwight for a moment. He likes to listen to music and though his staff provides positive praise for staying in the area, Dwight also gets a token and when he gets enough tokens, he gets to earn time to listen to music. This more tangible reinforcement is necessary for Dwight because positive praise isn’t reinforcing enough and Dwight gets a lot of attention when he runs away. By earning music, he gets something that he finds more reinforcing than positive praise.
Slide 14: Respond to the behavior
• The last step is how you respond if the interfering behavior occurs.
• Everyone must know what to do and how to respond.
• Consistency is the key to success!
Transcript:
The last step of any Behavior Intervention Plan is how you respond when the interfering behavior occurs. No matter how prepared we are, no matter how consistent we are, and no matter how detailed our BIP is, there will be times while we are teaching the new behavior when the old interfering behavior occurs. Because we understand this, it is very important that everyone knows what to do and how to respond when it happens. Whatever has been decided by the team, any response should be very clear to every single person that reads the BIP. This means the response information should be very detailed!
We also need to remember again that consistency is the key to success! If even only one person responds in a different way that is not outlined in the BIP, the entire intervention may fail.
Let’s think about Dwight again. If Dwight receives his token for staying in the area for each 20 minute time period from everyone but one staff member, what do you think will happen when that staff member is working with Dwight? Most likely, he will begin to run out of the area again.
Remember that the plan has been developed for a reason and is based on the FBA so if we don’t follow it we might not reinforce what we want to or, worse, accidentally end up reinforcing what we are trying not to reinforce.
Slide 15: How do you respond to behavior?
• Responding to interfering behavior
• Dwight attempts to leave room –
1. Stand behind him and gently hold both shoulders and turn Dwight back into the room.
2. Gently guide Dwight to his desk while remaining quiet (do not talk to Dwight).
3. Monitor Dwight for safety.
4. Upon Dwight returning, redirect him to his work.
5. After he has been working for 20 seconds, provide praise.
Transcript:
Responding to behavior can be tricky. You may be asked to ignore a behavior, redirect a student, or even immediately intervene to keep everyone safe and free from harm.
Let’s come back to Dwight for a second. We can see in this table, the plan for responding to Dwight’s interfering behavior. Dwight’s BIP dictates the following:
1. Stand behind him and gently hold both shoulders and turn Dwight back into the room.
2. Gently guide Dwight to his desk while remaining quiet (do not talk to Dwight).
3. Monitor Dwight for safety.
4. Upon Dwight returning, redirect him to his work.
5. After he has been working for 20 seconds, provide praise.
Slide 16: Apply It!
• Please locate your Apply It! document entitled Behavior and find the question: Behavior Intervention Plan.
• Locate the intervention plan for a student with whom you work.
• Write down the answers to any questions you had.
• Be sure to review periodically and be aware of any changes.
Transcript:
Do you know where the Behavior Intervention Plans for the student or students with whom you work are located?
Please get your Apply It! document titled: Behavior and find the question titled: Behavior Intervention Plan.
For this Apply It! we want you to locate the intervention plan for a student with whom you work. Review the plan with your supervisory teacher. Take the time to ask questions of your supervisory teacher. On your Apply It! document, write down the date you discussed the plan with the teacher and write down the answers to any questions you had. Be sure to review this document periodically in the future and be aware of any changes that are made to it.
Slide 17: Data collection and monitoring
• We want to know if the plan is working or not.
• The team will want to create a monitoring plan.
• A monitoring plan should include:
o Observing the student
o Data collection
o Time for the team to review the plan
Transcript:
Whenever we put an intervention plan in place, whether it is a formal or informal plan, we want to know if the plan is working or not. It takes a lot of work to consistently and effectively intervene with a student to reduce an interfering behavior and increase a more appropriate behavior. Because of that, the team will want to create a monitoring plan.
A monitoring plan should include observing the student, data collection, and a time for the team to review to plan to ensure things are going as planned. As the paraprofessional, you will most likely be asked to help with this, especially in collecting the data.
Different teams use different data collection methods so we won’t go over all the ways you can collect data. However, there are some very common ways to collect data. These might include collecting ABC data, frequency data, and duration data.
Slide 18: ABC data collection
• Based on the behavior chain.
• A short narrative description of antecedents, behavior, and consequences.
• Can be time consuming.
Transcript:
ABC data is based on the behavior chain that we learned about. In ABC data, you will write a short narrative description of the antecedents, what comes before the behavior, the behavior, and the consequences, or what comes after the behavior. With ABC data, it is extremely important that you are objective in what you record and not include things like your opinion. ABC data can give us good information on the behavior chain, but if we are in the intervention phase, this may or may not be the best way to collect data because it can be time consuming.
Slide 19: Example: ABC data collection
• Antecedent: Dwight given a worksheet for independent work time.
Behavior: Dwight ran out of the room.
Consequence: Teacher and paraprofessional chased Dwight and brought him back to the room.
• Antecedent: Dwight started to get up from his seat and was prompted to use his “visit” card.
Behavior: Dwight showed his “visit” card to the paraprofessional
Consequence: Dwight stayed in the area and talked with the paraprofessional for two minutes.
• Antecedent: Dwight was given a break by himself.
Behavior: Dwight showed his “visit” card to the teacher.
Consequence: Dwight stayed and talked with the teacher for his break time.
Here is an example of a completed ABC data collection sheet. In this chart, you will see an example of ABC data collection starting with antecedents on the left, behaviors in the middle and consequences on the right. For the antecedent, Dwight was given a worksheet for independent work time. For the behavior, Dwight ran out of the room. For the consequence, the teacher and paraprofessional chased Dwight and brought him back to the room. For the antecedent, Dwight started to get up from his seat and was prompted to use his ‘visit’ card. For the behavior, Dwight showed his ‘visit’ card to the paraprofessional. For the consequence, Dwight stayed in the area and talked with the paraprofessional for two minutes. For the antecedent, Dwight was given a break by himself. For the behavior, Dwight showed his ‘visit’ card to the teacher. For the consequence, Dwight stayed and talked with the teacher for his break time.
You can see from this example that the narrative is relatively short and does not include any opinions or judgment. The narrative is simply a recording of what happened.
Slide 20: ABC data collection
Video example – ABC Data Collection
Notice:
• A student in the cafeteria.
• You will practice collecting ABC data.
Transcript:
Selena: Hi, we’re going to talk about ABC data collection today. Remember, the ABCs of behavior are A: Antecedent, B: Behavior and C: Consequence. When collecting ABC data, we’re looking at the ABC behavior chain. ABC data is often used when looking at new behaviors or behaviors that we want to learn more about. Oftentimes, we are answering the questions: When does the behavior occur, where does it occur, and getting some information about why it might be occurring. There are some things that ABC data really helps us with and that includes: We can look at positive or interfering behaviors. We need to make sure that we take it long enough that we see the behavior multiple times, and we need to remember that we don’t want to include any opinions or emotion when we’re collecting any kind of data.
Let’s practice taking some ABC data. Please locate your ABC data sheet and have it ready for recording. Take a moment to look at the data sheet. On the data sheet, you will see that there are three columns in which we are interested. The first is the antecedent, which is what comes before the behavior. The second is the behavior that occurred, and the third is the consequence, or what occurred after the behavior. You will be entering data into each of the three categories.
We’re now going to watch a video. In this video, you are going to see a girl named Tracy who is sitting at a lunch table with her peers. Tracy is going to be engaging in some interfering behaviors. Pay particular attention to the antecedents, the behaviors and the consequences that she receives.
Tracy: Hey, Jenny, I’ll trade you some of my chips for half of that sandwich.
Tracy: Hey, Emily, what’s up?
Tracy: Hey guys, um, want a cookie? I got plenty.
Tracy: Who said you could eat at my table, cow.
Tracy: I thought cows ate grass.
Tracy: Excuse me?
Tracy: Oh man, I’m being punished for cruelty to animals.
Selena: Now, let’s take a moment to see what you identified as the ABC behavior chain. Let’s look at antecedents. What did you find as antecedents?
Tracy: Hey, Jenny, I’ll trade you some of my chips for half of that sandwich.
Tracy: Hey, Emily, what’s up?
Tracy: Hey guys, um, want a cookie? I got plenty.
Selena: Were you able to identify the correct antecedent? You should have noted that Tracy was being ignored by her peers. Let’s look at the behavior.
Tracy: Who said you could eat at my table, cow.
Tracy: I thought cows ate grass.
Tracy: Excuse me?
Selena: The behavior is Tracy making inappropriate comments to her peers. And how about the consequence?
Tracy: Oh man, I’m being punished for cruelty to animals.
Selena: As you can see the consequence is Tracy being removed from the cafeteria by an adult. Hopefully, you were able to identify the antecedents, the behavior and the consequence of what we just observed. Sometimes, ABC data seems like it should be pretty straight forward to take, but it can be complicated—so it’s good to practice!
Slide 21: Frequency data collection
Video example – Frequency Data Collection
Notice:
• A student is working with an adult.
• You will practice collecting frequency data.
Transcript:
In this video, you are going to watch a student working with an adult. The purpose of this video is for you to practice taking frequency data. Frequency data is when you count the number of times that a behavior occurs. For example, Dwight’s team might use frequency data to collect information about the number of times that he runs out of the area. Let’s take a moment and practice taking frequency data. You will want to have the frequency data sheet ready. You can download this from the course site.
Selena: Another way to collect data is to use frequency. Frequency is simply the number of times that a behavior occurs. We can count a lot of different kinds of behaviors. For example, the number of times a student raises their hand, the number of times they throw an item, or the number of times that they interact socially with another peer. It is important to remember with frequency data that you want to collect it long enough so that you get an accurate representation of how many times the behavior is occurring. Also, frequency behavior can be taken, frequency data can be taken on positive or negative interfering behaviors. Additionally we want to remember to keep emotions and opinions out of our data collection system. Finally, sometimes we have to be a little creative in how we use and how we collect frequency data. We might use a tally sheet, a counter or something else. Let’s practice taking some frequency data. Please locate your frequency data sheet and have it ready for recording. Let’s take a look at the data sheet together. You can see that on this data sheet there is a column for you to tally the number of times a behavior occurred. At the end, you simply count the number of tally marks that you have and that’s your frequency. Let’s watch a video. In this video, we’re going to see a student who is making a sign for movie. His teacher will be prompting him to do this at sometimes and sometimes he does it independently. For our purposes, you’re going to be counting the number of times that he makes the sign for movie, even if his teacher is prompting him or not.
Let’s watch our video.
Sounds
Teacher: Hi! Do this. Nice work! Try this one. Awesome! Here’s your token. Which one? Oh man, nice work! Hey! Let’s watch a…Let’s watch a…movie! Let’s watch a…movie! Nice job! Let’s watch a…movie! Awesome! High five! Thank you! Get another token. Oh thanks, way to go! Noah? Hey. Do this. Nice job! Try this one. Way to go! Nice listening. Hey, let’s watch a…movie! Let’s watch a…movie! Awesome! Way to go! Try this. Let’s watch a…movie! Nice work! Now we get another token.
Background sounds
Teacher: There we go. Ok look!
Sounds
Teacher: How about squeeze? There we go!
Background sounds
Teacher: Nice job!
Background sounds
Teacher: Squeezes. Nice work! Squeezes. There it was! There it was! There it was! Nice job noah! Hey look, let’s watch a…movie! Awesome! Get two tokens, another one. Nice job, dude! Way to go! Do this. Nice job!
Selena: Now take a moment and count up the number of times you saw the behavior occur. If you got 9, you’re right. In this video, the student engaged in the behavior 9 times. Frequency data is relatively simple and easy to use. But remember, you have to have a really clear picture of what you’re taking data on, so you can get an accurate count.
Slide 22: Example: Frequency data collection
| |
|Behavior: In order to gain attention, Dwight will leave the area without permission provided he is left alone or left to complete independent |
|assignments. |
| |
|Date/Time/Activity: 10/4 – 8:30-9:00am Morning work |
|Frequency: Three check marks |
|Initials: LR |
|Date/Time/Activity: 10/4 – 9:00-10:30am Science |
|Frequency: One check mark |
|Initials: LR |
|Date/Time/Activity: 10/4 – 10:30am-12:00pm English |
|Frequency: Five check marks |
|Initials: SC |
|Date/Time/Activity: 10/4 – 12:00pm-12:30pm Lunch |
|Frequency: No check marks |
|Initials: LR |
|Date/Time/Activity: 10/4 – 12:30pm-2:00pm Math |
|Frequency: Two check marks |
|Initials: SC |
Here we can see an example of a frequency data sheet. In this chart, you will notice that the behavior we are collecting data on is written at the top of the sheet to remind us of what it exactly is that we are looking for. For example, if Dwight started yelling out or screaming, we wouldn’t want to tally that on this frequency data sheet because that isn’t the behavior we are keeping track of. The chart also has the date, time, activity on the left, checkmarks to record frequency in the middle and a team member’s initials on the right. You can see that Dwight ran out of the area more during morning work and English than he did the rest of the day. The team can then further analyze that to determine why that might be.
Slide 23: Duration data collection
Video example – Duration Data Collection
Notice:
• A student is working on an assignment.
• You will practice collecting duration data.
Transcript:
In this video, you will see a student working on an assignment. The purpose of this video is for you to practice taking duration data. Duration data is when you count the length of time a behavior occurs. For example Lloyd’s team might look at his behavior chain and decide that his behaviors are mostly related to the same behavior chain and count the amount of time it takes from when his face turns red and he starts to fidget to when he returns to work and their goal would be to reduce the amount of time this takes. Let’s practice taking some duration data. You will need to have the duration data sheet ready. You can download this from the course site.
Selena: Let’s look at another form of data collection: Duration data collection is the amount of time that a behavior occurs. For example, we may look at the duration of how long a student is on task, how long they engage in a tantrum behavior or how long they are able to read for. Duration data can give us an accurate picture of how long a student is able to engage in whatever behavior we are measuring. Some things to remember about duration data collection is that it can be used for positive or interfering behaviors. We want to make sure we take duration data long enough so that we get an accurate picture of what’s really going on. And we want to make sure that we don’t use any opinions or emotions while collecting this type of data. Let’s practice taking some duration data. Please locate your duration data sheet and have it ready for recording data. Let’s look at the data sheet. Here you can see a column for the time that you start the observation and a column for the time that you end the observation. If you subtract the start time from the end time you will have your total duration of the behavior. You will also need to have the ability timed so you will need a stopwatch, timer, or a clock with a second hand. In this video, we’re going to watch a student working on a math assignment. You’re going to be taking data on the duration or length of time that he’s able to work on the math assignment. Let’s watch the video.
Teacher: Here you go.
Background conversation.
Teacher: Say seven.
Teacher: Good. Say eight.
Background conversation.
Teacher: Nice job, can I have your pencil? Nice job…
Selena: Now that we’ve seen the video, take a moment to write down the total duration that you saw. If you got 39 seconds, you’re right. Duration data does a great job at measuring the amount of time that a behavior occurs.
Slide 24: Example: Duration data collection
Behavior: In order to escape, Lloyd will engage in throwing items and swatting at the teacher.
• Date/Time/Activity: 10/4 – 8:30-9:00am Morning work
Duration of behavior: 5:20 minutes, 3:03 minutes
Initials: LR
• Date/Time/Activity: 10/4 – 9:00-10:00am Reading
Duration of behavior: Did not engage in interfering behavior
Initials: LR
• Date/Time/Activity: 10/4 – 10:00am-10:30am Resource Class
Duration of behavior: Did not engage in interfering behavior
Initials: SC
• Date/Time/Activity: 10/4 – 10:30am-11:30am Math
Duration of behavior: 8:35 minutes, 2:19 minutes, 4:23 minutes
Initials: LR
Here you can see an example of Lloyd’s duration data sheet. Again, in this chart, you will notice that the behavior we are collecting data on is listed at the top. The date, time, and activity listed on the left, the duration of the behavior in minutes in the middle, and a team member’s initials on the right. The team collected data on the amount of time Lloyd engaged in the interfering behavior before returning to his work. You can see that during Reading and Resource classes, areas of strength for Lloyd, he did not engage in the interfering behavior at all. However, during morning work and Math class, he engaged in the interfering behaviors a fair amount. The team can use this data to analyze how well interventions are working with Lloyd.
Slide 25: One final note
• A Behavior Intervention Plan will evolve or change over time.
• You may be asked to:
o Provide information to clearly define a behavior
o Implement proactive strategies using the M.A.P.S. system
o Model the replacement behavior
o Consistently reinforce the student
o Respond in a consistent manner
Transcript:
Finally, remember that a Behavior Intervention Plan will evolve or change over time. Sometimes we find that the replacement behavior isn’t appropriate and doesn’t serve the same function as the interfering behavior. Sometimes we find that the reinforcements provided just aren’t powerful enough. And sometimes we find that the response isn’t appropriate to the level of behavior. Your role throughout the behavior intervention process is crucial. You will be asked to help provide information that will clearly define a behavior, help implement proactive strategies using the M.A.P.S. system, model the replacement behavior that the team has decided upon, consistently reinforce the student at the right time for the right reasons, and also respond in the same way every time the interfering behavior occurs. If you follow the steps of your student’s BIP and work together with the student’s team, you can make a difference in the student’s behavior!
Slide 26: Summary
• Remember:
o Looking at behavior in a systematic way gives us insight into why the behavior is occurring and what we should do!
o A BIP is a legal, confidential document.
o The steps of the BIP - the 4 Rs:
▪ Reduce
▪ Replace
▪ Reinforce
▪ Respond
Transcript:
Remember, interfering behavior can quickly become very complex and it’s easy to get lost in all the data and terminology. However, looking at behavior in a systematic way gives us insight into why the behavior is occurring and what we should do—this is why the Behavior Intervention Plan is so important! Behavior Intervention Plan is a legal, confidential document that provides a detailed plan to help the student learn what to do and how to do it. Essentially, the BIP shows the student a more positive way of meeting his or her needs. The steps of a Behavior Intervention Plan are best remembered through the 4 Rs: reduce, replace, reinforce, and respond! Finally, remember that consistency is the key to success! Make sure that you understand all parts of the BIP as you seek to intervene in any interfering behavior!
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