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From Behavior to Communication: Empowering the SLP to Evaluate and Manage Challenging From Behavior to Communication: Empowering the SLP to Evaluate and Manage Challenging

From Behavior to Communication: Empowering the SLP to Evaluate and Manage Challenging - PowerPoint Presentation

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From Behavior to Communication: Empowering the SLP to Evaluate and Manage Challenging - PPT Presentation

Marti Weiner MS CCCSLP BCBA November 12 2015 My name is Marti Weiner I am a licensed speech language pathologist in Kansas and Missouri hold a Certificate of Clinical Competence in Speech and Language Pathology and am a Board Certified Behavior Analyst I have no relevant financial re ID: 660975

matt behavior work marti behavior matt marti work student communicating activity gain reinforcement escape task consequence child break attention

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Slide1

From Behavior to Communication: Empowering the SLP to Evaluate and Manage Challenging Behavior

Marti Weiner, M.S., CCC-SLP, BCBA

November 12, 2015Slide2

My name is Marti Weiner. I am a licensed speech language pathologist in Kansas and Missouri, hold a Certificate of Clinical Competence in Speech and Language Pathology, and am a Board Certified Behavior Analyst. I have no relevant financial relationships within the products or services described, reviewed, evaluated or compared in this presentation. I have a nonfinancial personal relationship, in that I have a son with autism. Slide3
Slide4

Why should I care about behavior?

I’m the SLP…Slide5

Learning Pyramid

Setting Events

Academics, Language, Social Skills, Self Help Skills, etc.Slide6

Remember…

A student can’t

learn skills

if he’s not

attending

A student can’t attend (be

available to learn

) if

he’s engaging in challenging behavior

Appropriate behavior is the

prerequisite

for attending and learningSlide7
Slide8
Slide9

Ok, as an SLP I need to know about behavior management, so...

How

do I make a student behave?Slide10

Here’s the bad news…You can’t

make

a student behave…Slide11

But here’s the good news…Slide12

Good news…SLPs can…

-Identify why a student is choosing to engage in target behavior (what is he/she

communicating

?)Slide13

Good news…SLPs can…

-Identify why a student is choosing to engage in challenging behavior (what is he/she communicating?)

-Assist in environmental modifications (manipulate antecedents and consequences)Slide14

Good news…SLPs can…

-Identify why a student is choosing to engage in target behavior (what is he/she communicating?)

-Assist in environmental modifications (manipulate antecedents and consequences)

-Use strategies to teach replacement behaviorsSlide15

Good news…SLPs can…

-Identify why a student is choosing to engage in target behavior (what is he/she communicating?)

-Assist in environmental modifications (manipulate antecedents and consequences)

-Use strategies to teach replacement behaviorsSlide16
Slide17

Identify why a student is choosing to engage in

challenging

behaviorSlide18

Identify why a student is choosing to engage in target behavior

All behavior is

communicative

(

FUNCTION

of behavior); “Why is he/she acting that way?”Slide19

Assist in environmental modifications (manipulate antecedents and consequences)

When

we figure out

what the student is communicating with his/her behavior (

FUNCTION

), we can

proactively make changes

to the student’s environment

so that

he/she

CHOOSES

to change his/her behaviorSlide20

Use strategies to teach replacement behaviors

Replacement

behaviors become part of the

antecedent modifications we can make

to help the

student

CHOOSE

to change his/her behaviorSlide21

The Principle of Reinforcement

Slide22

The Principle of Reinforcement

Reinforcement (positive/negative)

Punishment

Extinction

Slide23

The Principle of Reinforcement

Reinforcement (positive/negative)

Behavior

Consequence

Future

Behavior

Punishment

Extinction

Slide24

The Principle of Reinforcement

Reinforcement (positive/negative)

Behavior

Consequence

Future

Behavior

Punishment

Behavior

Consequence

Future Behavior

Extinction

Slide25

The Principle of Reinforcement

Reinforcement (positive/negative)

Behavior

Consequence

Future

Behavior

Punishment

Behavior

Consequence

Future Behavior

Extinction

Reinforced Behavior

Ignore

Burst Future

Behavior

Slide26

The Principle of Reinforcement

Reinforcement (positive/negative)

Antecedent Behavior

Consequence Future

Behavior

Punishment

Antecedent

Behavior

Consequence Future

Behavior

Extinction

Antecedent

Rf

Behavior

Ignore Burst Future

Behavior

Slide27

The Principle of Reinforcement

Positive Reinforcement

Antecedent Behavior

Consequence Future Behavior

Negative

Reinforcement

Aversive Behavior Consequence Future Behavior

Antecedent

Slide28

Negative ReinforcementSlide29

Identify why a student is choosing to engage in

challenging

behavior

All behavior is

communicative

(

FUNCTION

of behavior); “Why is he/she acting that way

?”

-To obtain a desired

consequence

(positive or negative reinforcement)

-Uses cues (

antecedents

) to guide behavior choicesSlide30

Remember:

The Child

controls his behavior

We

control the antecedents and the

consequences

When we pair the right antecedents and consequences with desired behavior, the child

should

choose to engage in that behaviorSlide31

What is the Student Communicating (Function

of

Behavior)?

Consequence

I want to gain something

I want to escape/avoid something

I want to automatically reinforce myselfSlide32

What is the Student Communicating (Function

of

Behavior)?

Consequence

I want to gain somethingSlide33

What is the Student Communicating (Function of Behavior)?

Consequence

I want to gain something

O

bject or activitySlide34

Matt and his

paraeducator

, Marti, enter the Resource room. Marti needs to get the math work materials ready, so she gives Matt his iPad to play games. When Marti has the materials ready, she says “OK Matt, it’s time to do math, so give me your iPad.” Matt says “No, I want to finish this game.” Marti says “Come on, Matt, it’s time to do your math, give me the iPad”, and she takes it away from him. Matt begins to verbally protest and knocks materials off the desk. Now other

paraeducators

and students are staring. Marti becomes flustered, hands the iPad back to Matt and says, “OK, you can have the iPad a few more minutes to finish your game.”Slide35

I want to gain object/activity

What does it look like?

Gain Object/Activity

Access to object/activity access removed Behavior escalates

Access returned Behavior reinforced Slide36

If the child is communicating:

I want to gain object/activity

What do I communicate? “Catch them being good”

Challenging behavior

will

not get

you what you want, BUT….

Appropriate

behavior will get you what you wantSlide37

-

Matt and Marti enter the Resource room. Immediately Marti says, “Matt we’re going to do math today. What do you want to work for?” Matt picks iPad from a choice board of preferred items/activities.

-Marti quickly gives Matt one easy math problem and as soon as Matt completes it, she says “Great, you just earned one minute of iPad.” She sets the timer and gets the rest of the materials set up while Matt uses up his “earned” iPad time.

-When the timer goes off, Marti says, “Matt, do you still want to work for iPad?” Matt says yes. Marti says, “OK do you want to do five problems for two minutes of iPad, or ten problems for four minutes of iPad.”

-Matt picks ten problems for four minutes of iPad. Matt and Marti work on ten problems, and when they are finished, Marti sets the timer for 4 minutes and gives him his iPad. Slide38

What antecedents and consequences were changed?

-No “unearned” iPad time; “What do you want to work for?”

-Brief amount of work, “catch them being good”, brief reward

-Timer used as a cue to “prime” the student for transition back to work

- “Controlled choice”Slide39

What is the Student Communicating (Function of Behavior)?

Consequence

I want to gain something

O

bject or activity

AttentionSlide40

Matt is a student in a center based classroom and Marti is his

paraeducator

. She has been working on vocabulary words with him, and giving lots of positive praise. Now Marti has to set up the next activity, so she gives Matt a preferred book to look at and busies herself with materials preparation. Matt begins to throw the book against the wall. Marti stops what she is doing, sternly says “don’t do that Matt”, picks up the book, hands it to him and returns to her materials prep. A minute later Matt throws the book again. Marti repeats giving the book to him, reprimands him and tries to go back to her work, but again, Matt throws the book. Marti decides to sit down and look at the book with Matt. She will try to get the activity ready in a few minutes. Slide41

If the child is communicating:

I want to gain attention

What does it look like?

Gain Attention

No access to attention Challenging behavior attention given Behavior reinforcedSlide42

If the child is communicating:

I want to gain attention

What do I communicate? “Catch them being good”

Inappropriate behavior will

not get

you what you want, BUT….

Appropriate

behavior will get you what you wantSlide43

Matt is a student in a center based classroom and Marti is his

paraeducator

. She has been working on vocabulary words with him, and giving lots of positive praise. Now Marti has to set up the next activity, so she gives Matt a preferred book to look at and begins materials preparation. However, every few seconds Marti gives Matt positive praise for doing such a nice job looking at his book. She even temporarily stops her materials prep after a minute to go over alongside Matt and comment on something in the book. She then goes back to materials prep, continuing to provide positive praise periodically, until the next activity is ready. Slide44

What antecedents and consequences were changed?

-Giving high rates of positive praise (attention) for the appropriate behavior

-Not giving student the chance to engage in challenging behavior before attention was givenSlide45

What is the Student Communicating (Function of Behavior)?

Consequence

I want to gain something

O

bject or activity

Attention

ControlSlide46

Matt is a student in a center based classroom and Marti is his

paraeducator

. Marti has been

working on

articulation skills with Matt. He is earning tokens towards a

reinforcer

, which he chose from a

reinforcer

choice menu, and Marti is praising him for working so hard. Suddenly Matt shoves all of the picture materials off of the table. Marti says, “Matt you need to pick those up”, but instead Matt falls on the floor and starts throwing the materials across the room. Marti doesn’t know what to do. She knows Matt likes the

reinforcer

he chose, and she doesn’t know how to get him back to the table to do his work.Slide47

If the child is communicating:

I want to gain control

What does it look like?

Gain control:

Child has access to object/activity/attention

engages in challenging behavior Adult reacts to behavior, student continues to engage in behavior

(As

long as adults are reacting to the student’s target behavior, he/she is being reinforced…will continue to engage in the behavior(s) in order to get the

reaction

)Slide48

If the child is communicating:

I want to gain control

What do I communicate? “Appropriate behavior will

earn you

shared

(some)

control”

I

will use

controlled choices

throughout your

day

I will use a

reward system

of

highly motivating

reinforcers

I will create

clear, concise, consistent directions

for you

I will watch for

opportunities to praise

you that are not perceived as “

control”Slide49

Matt has a work system that consists of several colored folders. Each folder contains a subset of the pictures that Matt needs to practice. Matt chooses the reward he wants to work for from a choice menu, which is time playing a favorite computer game. Matt is then allowed to choose the first folder he wants to work on. Marti and Matt practice the pictures in the first folder. Marti intermittently comments on how well he is working. When Matt finishes those pictures, he picks the second folder, and so on, until all the folders are completed. When the last folder is finished, Marti offers the

reinforcer

that Matt chose. She sets a timer, and when the break ends, the folder process is repeated until the end of speech therapy.

At the end of the session, Matt was prompted to check his daily schedule.Slide50

What antecedents and consequences were changed?

-

Controlled choices: order of folders

-Reward system

-Clear, concise, consistent directions:

What work?

How much work?

When will the work be finished?

What happens next?

-Opportunities for praise not perceived as “control”Slide51

What is the Student Communicating (Function

of

Behavior)?

Consequence

I want to gain something

Object or activity

Attention

Control

I want to

escape or avoid

somethingSlide52

What is the Student Communicating (Function

of

Behavior)?

I want to gain something

Object or activity

Attention

Control

I want to

escape or avoid

something

Task difficultySlide53

Matt is a student in a center based classroom and Marti is his

paraeducator

. The SLP has instructed Marti to work on 10 new receptive vocabulary words with Matt. Matt gives a couple of incorrect answers in a

row, then his

behavior begins to escalate. Slide54

If the child is communicating:

I want to escape task difficulty

What does it look like?

Escape from task difficulty:

Child is given an instruction with insufficient levels of prompting or support to allow him to be successful Behavior escalatesSlide55

If the child is communicating:

I want to escape /avoid task difficulty

What do I communicate? “ I’m going to give you the help you need”

I will modify the task so you can be successful. When you do the work, I will reward you. Slide56

Escape from Task Difficulty:

Point “

Gobbletygook

”Slide57

Escape from Task Difficulty:

Point “

Gobbletygook

”Slide58

Escape from Task Difficulty:

Point “

Gobbletygook

”Slide59

What antecedents and consequences were changed?

-Pair one target of new learning with mastered learning

-Mastered, target, on deck

-

Providing whatever level of prompting is needed to allow a student to be successful in his responseSlide60

What is the Student Communicating (Function

of

Behavior)?

Consequence

I want to gain something

O

bject or activity

Attention

Control

I want to

escape or avoid

something

Task difficulty

Task durationSlide61

Matt is a student receiving supports in the Resource room and Marti is his

paraeducator

. The Resource teacher tells Marti to teach a new reading unit before the student goes to recess. Marti begins to work on the unit, which is several pages long. Marti only gets through the first page, and the student begins engaging in behavior. Marti knows she has to get through three more pages. She keeps reminding Matt that as soon as they finish, he can go to recess. The student returns to work briefly, but soon engages in behavior again. Marti keeps telling him that they need to finish the work in order to go to recess, but it does not get the student redirected. Eventually it’s time for recess. Marti is exhausted, so she ends the work and sends the student outside with his class. Slide62

WORK

Reward

WORK

WORK

WORK

Typical Visual Work

Schedule

Typical Speech Therapy Session

FIRST WORK

THEN BREAK

What is communicated to the student by the adult?

“Do an

unspecified amount of work for an unspecified amount

of time and I will arbitrarily decide when you get a break”.

Slide63

If the child is communicating:

I want to escape task duration

What does it look like?

Escape from task duration:

Child is not given reinforcement proportional to the task demands Behavior escalatesSlide64

If the child is communicating:

I want to escape /avoid task duration

What do I communicate? “ I’m going to give you reinforcement more frequently”

I

will break down the task into smaller units of work, with brief breaks inserted between each unit, so you will be more motivated to continue to work. Slide65

WORK

Brief Reward

WORK

WORK

Brief Reward

WORK

Brief Reward

WORK

Brief Reward

RewardSlide66

WORK

Break

WORK

WORK

Break

WORK

Break

WORK

Break

BreakSlide67

What is the Student Communicating (Function

of

Behavior)?

Consequence

I want to gain something

O

bject or activity

Attention

Control

I want to

escape or avoid

something

Task difficulty

Task duration

Communication breakdownSlide68

Matt is a student receiving supports in a center based classroom and Marti is his SLP. This morning Marti has to get through a new language activity with Matt instead of their typical activities. She uses his usual “First (Work) Then (Reward)” icons with Matt. Marti also is using a token board with Matt but because the activities are new, she keeps forgetting to give him tokens, so then she gives him a lot of tokens at once so he can have a break. While Matt’s on break Marti realizes it’s getting close to lunch so she cuts short Matt’s break. Matt engages in protest behavior, even though Marti has shown him his “First/then” icon along with his token board and an icon for his next break. Slide69

If the child is communicating:

I want to escape communication breakdown

What does it look like?

Escape from communication breakdown:

Child is given unclear cues about changes in activity, along with variable reinforcement Behavior escalateSlide70

If the child is communicating:

I want to escape communication breakdown

What do I communicate? “ I’m going to clearly communicate to you what you need to do”

-I will teach “change” to you as a specific skill

-I will reinforce at high rates when you are learning a new skill

-I will never take away an earned

reinforcer

Slide71

Matt is a student receiving supports in a center based classroom and Marti is his SLP. This morning Marti has to introduce a new language activity with Matt instead of their usual activities. Marti introduces the “Something new” icon. She uses a token board with 3 instead of the usual 10 tokens. Every time Matt earns three tokens he earns a brief break. Marti knows she may not get through all the new work today, but her goal is to get through as much of the work as possible

without behavior.

Marti watches the clock, and when it’s time to earn his 5 minute “end of speech therapy” break, she has enough time left to honor that reward. As Matt becomes familiar with the new activity across time, Marti will gradually increase the token to break ratio.Slide72

What antecedents and consequences were changed?

-

Icon for “new” or “change”

-Use brief periods of work interspersed with breaks

-Once

reinforcer

is earned it is not taken away

-Can use “Magic time” if timer is used to transition between activity/break/activitySlide73

A word about Communication Breakdown, other functions of Behavior, and

“Information”

Stories…Slide74

INFORMATION STORIES

Work best when….

The function of behavior is Communication Breakdown

“I’m going to use information in this story to repair the communication breakdown and help you understand what is happening…”

Are least effective when…

“I don’t like the way you’re behaving; the story is about what I want, not about what you want; I will tell you how I expect you to behave, but give you no incentive to choose to change your behaviorSlide75

Functions of Behavior

Gain

item/activity

Gain

attention

Gain

control

Escape/avoid

task difficulty

Escape/avoid

task duration

Escape/avoid

communication breakdown

Automatic ReinforcementSlide76

THANK YOU!

mweiner@usd232.org