Best Practices for Students With Emotional and Behavioral Difficulties: - PowerPoint Presentation

1. Best Practices for Students With Emotional and Behavioral Difficulties: Lessons Learned and “How Tos”Presented at the 2016 Behavior Conference: Meeting the ChallengeBrookings, SD, and Redwood Falls, MNFebruary 22-23, 2016Presented byPamela G. Osnes, Ph.D., BCBA-DServices in Behavior Analysis Burke, South DakotaServing South Dakota and Beyond

2. How many students are served as emotionally disturbed and other health impairment in South Dakota?From the December, 2014 Federal Child Count:Emotionally Disturbed = 1094/ 18,846 (5.8%)Other Health Impairment = 2371/18,846 (12.5%)Total = 18.3% of all students who receive special education servicesWAY TOO MANY!!!

3. What we’ll be doing todayMeeting Dr. OsnesReviewing the basic principles Meeting Dr. Latham’s “8 Skills Every Teacher Should Have”Reviewing proactive management methodsReviewing a sample student’s FBA data and BSPHearing your stories, quandaries, and dilemmasProblem-solving3

4. First things first. . .How did Dr. Osnes become a behavior analyst?How is this relevant to you?

5. An Early Introduction to Operant Conditioning (the Teaching of Behavior by its Consequences)

6. When the tractor started each morning, what did the cows do?My Dad, John R. Osnes1926-2013

7. 7Now, a Brief Review of the Principles of Applied Behavior Analysis

8. What are the principles?Reinforcement-Increases or maintains behaviorExtinction-Reduces behavior by withholding reinforcementPunishment-Reduces behavior by adding an aversive to the environment8

9. What’s “reinforcement?”Process in which a behavior is strengthened by the immediate consequence that reliably follows its occurrenceThere are two kinds of reinforcement…..9

10. FIRST KIND:Positive Reinforcement (YAY)Occurrence of a behaviorFollowed by ADDITION of a stimulus or an INCREASE IN INTENSITY of a stimulusResults in strengthening of the behavior10

11. 11Where’s the evidence that reinforcement was present?Osnes, P.G., Guevremont, D.C., and Stokes, T.F. (1986). If I say I'll talk more, then I will: Correspondence training to increase peer-directed talk by socially withdrawn children, Behavior Modification, 10, 287-299

12. 12

13. SECOND KIND:Negative Reinforcement (BOO)Occurrence of behaviorFollowed by REMOVAL of a stimulus or a DECREASE IN THE INTENSITY of the stimulusResults in STRENGTHENING of the behaviorIncrease in frequencyIncrease in durationIncrease in quickness13How is this different from POSITIVE Reinforcement?

14. ContrastNegative Reinforcement Child tantrums in store Mom gives candy Mom is more likely to give candy when child tantrumsPositive ReinforcementChild tantrums in store Mom gives candy Child is more likely to tantrum in store in future14So why does negative reinforcement getbooed? Do you know?Will the child stop tantrumming in the store in the future?Did Mom think it “worked?”

15. ExtinctionExtinction is Forever . . .

16. 16Extinction is foreverExtinction occurs whenA behavior that has been previously reinforcedNo longer results in reinforcing consequencesAnd, therefore, the behavior stops occurring in the future.

17. 17The notorious extinction burst!After behavior is no longer reinforced,it often increases briefly in frequency,duration, or intensity before it decreasesand ultimately stops.

18. 18The Stripper’s StoryOnce upon a time, there was a 5-yr-old stripper. . .And so the story begins.The stripper and her teacher in 1978

19. 19Punishment: What It IsA particular behavior occursA consequence immediately follows the behaviorThe behavior is less likely to occur again in the futurePositive PunishmentBehavior is followed by presentation of aversive stimulusNegative PunishmentBehavior is followed by removal of a reinforcing stimulus

20. 20Ethical Considerations in the Use of Punishment Punishment results in a restriction of an individual’s rights. Why?Loss of SR+Restriction of activities/movementForced activityDelivery of aversive stimulation

21. 21Is this an example of the use of punishment?

22. OK, so now that we’ve covered the basics of ABA….Let’s move on to the methodological contributions of Dr. Glenn Latham

23. The ability to get and keep students engagedFrom Glenn Latham: Behind the Schoolhouse Door (1997)The key to on-task behavior is to quickly engage students in the learning activity.Use active supervisionGive POSITIVE feedback, and be specific…..Management by walking and praising23

24. 24Behavior responds better to positive than to negative consequences. “Many students would leave school immediately if they had the choice.” (Sidman, 1989)Over 90% of all appropriate things that students do go unrecognized; butWhen students misbehave, teachers are 2-5 times more likely to pay attention to that behavior than to appropriate behavior.82% of students who are developmentally delayed never receive positive feedback from teachers, even when they comply with teacher requests;Teacher disapproval statements directed at such students outnumber approval statements by a ratio of 15:1 (Shores, Gunter, & Jack, 1993)The ability to maintain a high rate of positive, instructional interactions

25. Positive Feedback as Intervention and Prevention“. . . The most effective way to reduce problem behavior in children is to strengthen desirable behavior through positive reinforcement than trying to weaken undesirable behavior using aversive and negative processes” (Bijou, 1988, pp 444-451)Low risk homes have parents who said five times more positive things to their children than they did negative things (Hart & Risley, 1995)Create an environment free of coercion. Pay attention to things students do well, while ignoring the inconsequential, annoying things they do.25

26. 26The ability to avoid being trapped.Traps Teachers Get Into!Criticism (finding fault)Sarcasm (making fun via ridicule)Threats (warning of impending hostile action)Questioning (“Why are you misbehaving?”Logic (reasoning in attempts to improve behavior)Arguing (“The teacher is right and you are wrong!”)Forcing (verbally or physically)Despair (“this is just hopeless!” or worse yet “you’re just hopeless!”)

27. 27The ability to respond noncoercively to inappropriate behavior that is consequential.How do you respond to in-class behavior that is so disruptive and potentially dangerous that it can’t be ignored?Rationally, neutrally, serenely, calmlyContrast enthusiasm (contingent on appropriate behavior) with neutrality (contingent on inappropriate behavior)81% of disruptions cease within 30 seconds; 94% cease within a minute and 45 seconds (Latham, 3/18/96)Remain calm.Keep your voice low.Be empathetic and understanding.Remain in proximity, without appearing threatening.Retain composure.Be prepared.

28. Lessons LearnedCritical Stylistic MethodsWhen is attention provided?How much attention is provided?How are instructional sequences delivered?28

29. 29When should attention be provided?4:1 ratio of attention contingent on appropriate to attention contingent on inappropriate behavior4:1 ratio of specific & general praise to instructions to discontinue inappropriate behavior How much attention should be provided?2 /minute rate of specific and general praise combined4:1 ratio of specific to general praise.5 /minute rate of affection (appropriate for younger kids)Criteria for Praise and Distribution of Attention

30. 30Criteria for Management of Instruction and Development of Instructional Control67% appropriate instructional sequences (“closing the loop”) 67% instructional sequences using follow-through (or correction procedure) contingent on noncomplianceCriteria for Maintaining a “Positive Learning Environment”2:1 ratio of praise given to instructions given4:1 ratio of specific praise, general praise, and affection to guidance

31. The Power of PraiseFrom William L. Heward, (2013) “Exceptional Children: An Introduction to Special Education, 10th Edition” Always be on the lookout for student behavior worthy of praiseArrange opportunities for students to do something well just so you can give approval.Don’t worry about sounding wooden and unnatural at first.Provide prompts for praise.Use self-monitoring to increase your praise rate.Don’t worry about overpraising. Praise the children and they will bloom.

32. Tips for Working with Students with Emotional and Behavioral Disorders(Heward, 2013)Be ConsistentSet up class procedures and expectations clearly from the beginning….If students earn a privilege, make sure they get it.If students lose a privilege, make sure they lose it.Purchase a Digital TimerUse it to measure academic progress; to implement behavior expectations; to decrease transition time.Keep and Use Your Sense of HumorLaugh at yourself from time to time.Create a Sunshine folder that contains great thoughts of things students have given to you that put a smile on your face.Stay In ControlNever take personally anything students do or say when they are escalated.When you make a mistake with a student, and you will, apologize.Each Day Spend Time With Your Students in a Nonacademic SituationJoin them on the playground or eat lunch with them.

33. Use positive attention strategically --it’s a reinforcer, a prophylactic, and an interventionFrequentlyQuickly (as possible after the desired behavior occurs)It always “fits” and it’s free!334:1 ratio rule…..4 times as much attention contingenton appropriate behavior as on inappropriatebehaviorUse it:

34. Behaviors Valued in Our SocietyGiving and soliciting affectionGiving and soliciting assistanceSharingResolving conflicts34

35. What behaviors do you value? What skills do you want your students to have?What causes you the biggest headaches?What causes you the biggest heartaches?What do you want to see more of?What do you want to see less of?35Let’s analyze and strategize …..

36. First we need to know: WHY????? Why does he do this? Why doesn’t he do that? WHY????? WHY????? WHY?????

37. Why do people behave like they do?To gain access to things they want;To avoid/escape things they DON’T want; Or a combination of #1 and #2. + WE MUST KNOW THE FUNCTION OF ANY PROBLEM BEHAVIOR BEFORE WE CAN DECREASE IT….37

38. “Why does he do that?”orWhat function does the behavior serve?What’s the “F” word in behavior analysis?FUNCTIONWhat antecedent is occasioning the bx?What consequence is maintaining the bx?Can the individual be taught an alternative, appropriate bx to accomplish the same function as the inappropriate bx?38

39. Why does the example student behave as he does?

40. Functional Behavior Assessment (FBA) Results for the Target StudentThe student is motivated primarily by:Avoiding/escaping aversivesTasks/demandsPeer provocation

41. So what do we NOT do? Do we give him a break when he’s been disruptive?Do we give him an office referral?Do we do out of school suspension?Do we send him to the resource room?

42. 42TEMPTING, BUT…..How will putting on the hood FUNCTION?Will it provide attention?Will it result in loss of instructional time (escapefrom tasks)?If the answer to either of these is yes, then we can’t do it with the student du jour….Do we put on the king-cobra hood?

43. Use of Physical Restraint in South Dakota’s Developmental ServicesSection 27A-12-6.2: Seclusion and restraint:Clinical justification requiredCan be used ONLY to prevent immediate harm to self or others, OR if less restrictive means of restraint are not feasibleMay not be used as punishment or for convenience of staffAuthorized ONLY by qualified mental health professional, physician assistant, or nurse practitionerRationale should address inadequacy of less restrictive intervention techniquesMust have report and written planCannot exceed 1-hr, with attention provided every 15-minutesDo we restrain him?

44. Use of Physical Restraint in South Dakota’s Public SchoolsStatutes 13-32-1 and 13-32-2 give school personnel disciplinary authority and permits reasonable use of physical force.

45. So what do we do?Use PROACTIVE management strategies in the classroomsUse SELF-MANAGEMENT strategies to increase self-control skillsContracting

46. How to Reduce Problem Behavior Without Using Punishment:Differential Reinforcement (Malott & Trojan Suarez, 2004)Reinforcing one set of responses and withholding reinforcement for another set of responses and extinguishing another set of responsesDRO: Differential Reinforcement of Other Behavior46

47. “An expert is someone who has succeeded in making decisions and judgments simpler through knowing what to pay attention to and what to ignore.”Edward de Bono 47DRO

48. So how do we use this information? Meet the Premack Principle Aka Grandma’s RuleHeard of setting boundaries? Grandma was really good at doing that! How does it work in the classroom?48

49. Premack PrincipleOpportunity to engage in high-probability/preferred behavior provided as consequence for exhibition of low-probably/preferred behavior; used to increase low probability/preferred behavior49Eat me firstThen you can eat me.

50. 50A Very Inconvenient TruthIf they get it for free, There’s no reason to work for it.

51. Behavior ContractingBehavior contracting should be negotiated with the student that details the consequences of complying with the instruction and the consequences for not complying with the instruction.

52. Sample BSP RecommendationsStudent: 13-yr-old boy Problem behaviors: aggression, elopement, academic delaysBehavior ContractIF student works in classes, walks appropriately through hallways, and does not use verbal threats toward peers or staffTHEN he will receive 10-minutes access to preferred activityIF student behaves appropriately and does not become aggressive to others and does not damage property,THEN he will receive 10-minutes access to preferred activityIF student exhibits self-control and avoids becoming threatening,THEN he can remove himself from the room for up to 10-minPART 2:

53. Behavior Contract  Effective Dates: From _____________________ to _______________________ We, the undersigned parties, agree to perform the following behaviors: If __________________________ then _______________________________ ____________________________ ___________________________________ ____________________________ ___________________________________ ____________________________ ___________________________________ If __________________________ then _______________________________ ____________________________ ___________________________________ ____________________________ ___________________________________ ____________________________ ___________________________________ If __________________________ then _______________________________ ____________________________ ___________________________________ ____________________________ ___________________________________ ____________________________ ___________________________________ Bonus: ___________________________________________________________ _________________________________________________________________ Penalty: __________________________________________________________ __________________________________________________________________Signed _____________________________Signed _____________________________ This contract will be reviewed _____ days/week from date of agreement.

54. Setting EventStrategiesPreventiveStrategiesTeachingStrategiesConsequenceStrategiesWhat are ways to change the context to make the problem behavior unnecessary? What are ways to prevent the problem behavior? What can be done to increase expected behaviors or to teach a replacement behavior?What should happen when a problem behavior occurs?What should happen when desired replacement behavior occurs?Clarify rules and expected behavior for whole class X Written contract with the studentChange seating arrangements Change schedule X Counseling Other: _________________________________________  Reminders about behavior when problem is likely X Provide extra assistanceX Modify assignments to match student skillsOther ____________________Practice expected behavior in classX Self-management program (behavior contract)  X Other: provide positive feedback contingent on compliance with instructions X Reward program: access to gym/other preferred activitiesContact with parents X Reduced privileges: loss of access to P.E./other preferred activitiesTime outOffice referralReprimand in class__X_ Other: Removal to area where student can calm himself when he identifies situations that trigger his loss of self-control X Reward programX Positive feedback from teacherX Other: Consider providing early release from class contingent on completion of assignmentsPositive Behavior Support Plan OutlineStrategies that Make Problem Behaviors Irrelevant, Ineffective, and Inefficient

55. Sample BSP RecommendationsMinor inappropriate behaviorE.g., Minor aggression, property destruction, verbal disruptionStudent should be told to excuse himself from the classroom to calm himself in location where he has privacy. 10-minutes away from classroom allowed

56. Minor Disruptive/Annoying BehaviorAttention contingent on inappropriate behavior of the mild/annoying type should be minimized. Voice tone should be pleasant and conversational when during task engagement; Voice tone should be neutral with a neutral facial expression when student is not engaged; prompts should be discontinued completely. Avoid setting traps of threats, arguing, questioning, and forcing (Latham).

57. Serious Problem BehaviorAggressionConsequence is exclusion from classroom for extended period of timeNeeds to be determined administratively

58. Academic Areas of NeedSignificant delays in reading and math exist.Consider curricular modifications and alternatives.

59. Now, on to the “what ifs?”What if he does this?What if he does that?What do we do IF....?

60. Thank you for your attention.You can contact me when you have questions, or when you need support…. P.osnes@goldenwest.net 925-588-9586