Dr. Anna-Lind Pétursdóttir annalind@hi.is
Function-based behavior support plans:
Examples from the field
Decreasing persistent behavior problems of a student with ADHD and Oppostional Defiant Disorder Guðbjörg Vilhjálmsdóttir María B. Arndal Elínardóttir Sigrún Erna Geirsdóttir Supervisor: Anna-Lind Pétursdóttir
Dr. Anna-Lind Pétursdóttir School of Education, University of Iceland annalind@hi.is
“Skúli” General information
Strengths
• • • •
• • • • •
„Skúli“ 9-year-old boy ADHD and ODD Specific learning disability – Dyslexia
Gentle Helpful Interested in a lot of things Fun Works hard
Challenging behavior • • • •
Poor task engagement Disruptions (talking out, load noises) Doesn´t follow instructions Argues
• Football enthusiast • Practices parkour
Functional behavioral assessment Indirect methods • Functional assessment interviews with : – Mother – Home class teacher – Special educator – Skúli (after baseline measures)
Gagnasöfnun – beinar athuganir Niðurstöður AHA skráningar Antecedent
Behavior
Transition btw Load noises tasks Talks without permission Instructions Walks out of class Clean up time Refuses to comply
Consequences
Function
Gets his way
Avoiding unwanted tasks or demands
Gets attention from students and teacher Avoids unwanted tasks Avoids cleaning up
Attention (from teacher and students)
Argues
NFSP-Function-based Behavior Support Plans
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Dr. Anna-Lind Pétursdóttir annalind@hi.is
Baseline – task engagement
Target behavior Task engagement
Disruptive behavior
Follow instructions Participate in class activities Work on assignments Answer questions Ask relevant questions
Intense behaviors that present instructional, or social concerns to the teacher. Behaviors that hamper students´ learning and/or instruction.
Baseline – disruptive behavior
Types of disruptive behavior
Loud sounds
Competing behavior pathway
Comply and work without disrupting
Progress in reading Positive attention
Challenging behavior: Refuses to comply Disruptive behavior
Consequences: Ignored, avoids or postpones tasks
Setting events:
-Tired due to difficulties sleeping
Antecedent: Instructions to work or perform tasks in a certain way
Replacement behavior:
Request break with break card
NFSP-Function-based Behavior Support Plans
Inappr. remarks
Negative Unprepared Throwing Comments things
Interrupt teacher
Skúli´s Behavior Support Plan
Function: Escape from tasks
Antecedent interventions: Rewards for attaining goal • Clear instructions • Drawing on whiteboard • Clear behavior expectations Teaching of appropriate behavior: • Be the first to leave class • Read comic book • Replacement behavior trained – Raising hand • 5 minute computer time – Use break card • Watch youtube video Differential reinforcement: • Play • Contract • Draw • Reinforcement booklet – Stepwise reinforcement
• Frequent feedback – Descriptive praise
Jackpot • Football card
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Dr. Anna-Lind Pétursdóttir annalind@hi.is
Tékklisti fyrir mat á framkvæmd inngrips Vika: ________________ Aðdragandi
• Assessment of support plan´s implementation
1 = stundum Miðvikudagur
2 = alltaf Föstudagur
Hvatningarbók er á sínum stað
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Kennari fer yfir hvatningarkerfi með nemanda áður en kennsla hefst Kennari útskýrir til hvers er ætlast af nemanda í tímanum Styrkir og endurgjöf
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Kennari styrkir viðeigandi hegðun námsástundunar með sértæku hrósi eða merki Merkir við táknstyrkja í hvatningarbók reglulega í tímanum Minnir á viðeigandi hegðun þegar nemandi sýnir truflandi hegðun Setur strik í hvatningarbók ef truflun heldur áfram þrátt fyrir áminningu Útvegar umbun þegar nemandi nær lágmarksmarkmiðum sínum Veitir viðeigandi umbun miðað við frammistöðu Slokknunar þáttur
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Hunsun beitt þegar nemandi sýnir óæskilega hegðun, fyrir utan að minna hann á viðeigandi hegðun og hrósa um leið og hann byrjar að taka þátt Hrósa nemendum í kring sem sýna markhegðun
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• Checklist
0 = aldrei Mánudagur
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Effects of BSP on disruptive behavior
Effects of BSP on task engagement
Effects on different kind of disruptions
Loud sounds
Increasing student´s independent skills STEP – GOAL Step 1 – Reward provided for task engagement in 60% of 10-minute work periods (one warning in each period). Extra reward for reaching 80%. Step 2 - Reward provided for task engagement in 60% of 15-minute work periods (one warning in each period). Extra reward for reaching 80%. Step 3 – Generalization of reinforcement system to other classes. Step 4 - Reward provided for task engagement in 60% of 30-minute work periods (one warning in each period). Extra reward for reaching 80%. Step 5 - Reward provided for task engagement in 80% of 30-minute work periods (one warning in each period). Step 6 – Self-recording system with teacher assistance. Reward for attaining 80% of possible points in 30-minute work periods with 80% agreement between student and teacher. Step 7 – Self-recording system. Reward for attaining 80% of possible points in 30-minute work periods. Step 8 – End of self-recording. Brief interviews with Skúli to provide performance feedback.
NFSP-Function-based Behavior Support Plans
Inappr. remarks
Negative Unprepared Throwing Comments things
Interrupt teacher
References Akin-Little, A., Little, S. G., Bray, M. A. og Kehle, T. J. (ritstjórar). (2009). Behavioral interventions in schools. Evidence- Based Positive Strategies. Washington, D. C.: APA. Alberto, A. A. og Troutman, A. C. (2013). Applied behavior analysis for teachers (9. útgáfa). New Jersey: Pearson. Barlow, D. H., Nock, M. K. og Hersen, M. (2009). Single case experimental designs: Strategies for studying behavior change. Boston: Pearson Education. Cipani, E. og Schock, K. M. (2011). Functional behavioral assessment, diagnosis and treatment (2. útgáfa). New York: Springer Publishing Company. Crone, D. A. og Horner, R. H. (2003). Building positive behavior support systems in schools. New York, London: Guilford Press. Ervin, R. A. og Radford, P. M. (1997). Designing proactive interventions: Teacher report form [óbirt skráningarblað]. Heilsugæsla höfuðborgarsvæðisins. (e.d.). Snillingarnir. Sótt 23. janúar 2016 af https://www.heilsugaeslan.is/?PageID=2138 Heilsugæsla höfuðborgarsvæðisins. (e.d.). Svefn skólabarna. Reykjavík: Höfundur. Sótt 4. mars 2016 af http://www.6h.is/index.php? option=content&task=view&id=47&Itemid=70
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Dr. Anna-Lind Pétursdóttir annalind@hi.is
Lotta Questions – comments?
5-year-old preschooler Strengths: Social, cheerful, energetic, strong-minded Erla Björk Sveinbjörnsdóttir Herdís Á. Matthíasdóttir Ragnheiður Jónsdóttir
(Anna-Lind Pétursdóttir, 2010)
Lotta´s challenges Difficulties concentrating and remain in designated area Delayed fine-motor development »
Challenging behavior: »Disruptive behavior »Negative interactions with peers – hurtful comments »Lack of engagement in preschool activities
Interviews FBA interview with preschool classroom teacher
Reasons why individualized support is needed Challenging behavior since she started preschool Behavior interferes with daily activities in her classroom Negative influence on social relations Previous interventions have not proved successful Individualized BSP an attempt to improve interaction with peers/teachers and increase active engagement
Direct Observations
– Behavior most likely to occur in a large-group-setting, e.g. during free play or circle time
Frequency of disruptive behavior and proportion of active engagement recorded during 20-minute observations in circle time
– Behavior least likely in a small-group-setting, close to teacher, and outside playing.
Frequency of hurtful comments recorded during 60-minute observations in free play
FBA interview with parents – Challenging behavior when Lotta needs to follow instructions or complete given tasks.
ABC recording – pattern of antecedents and consequences of challenging behavior during free play
– Hurtful comments do not occur at home.
NFSP-Function-based Behavior Support Plans
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Dr. Anna-Lind Pétursdóttir annalind@hi.is
Target behaviors
Target behaviors, cont.
Active engagement Follows along activities Follows teacher instructions Participates in group activities in circle time, e.g. sings along Directs eyes towards task or teacher who talks Sits in designated area Raises hand to talk Disruptive behavior Pokes peer Speaks without permission loadly or to peer about subjects unrelated to activity Makes load noises Take things from teacher or peers Leave designated area
Inappropriate or hurtful comments: ,,You are not my friend” ,,Your shirt is ugly” ,,You can´t play with us” ,,I don´t want to play with you” ,,You are not invited to my birthday” ,,Go away!” ,,You can´t have that” „I´m not your friend“ „Stop it, you can´t do that “ „You don´t know how to do that“
Example of recording sheet
Direct Observations Active engagement in circle time during 20minute observations during baseline
Grunnlína
100% 80% 60% 40%
20%
12. feb.
4. feb.
4. feb.
0%
9. feb.
Hlutfall virkrar þátttöku (%)
Hlutfall virkar þátttöku í samveru- eða söngstund
Athugunardagar
Direct Observations Inappropriate and hurtful comments during 60 minutes of free play prior to intervention
Factors affecting Lotta´s challenging behavior during free play Setting Events
Antecedent
Tiredness ADHD symptoms
Free play
Behavior
Hurtful comments
Consequences
Intense reactions by teachers and peers. Function: Attention from peers and teachers
NFSP-Function-based Behavior Support Plans
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Dr. Anna-Lind Pétursdóttir annalind@hi.is
Factors affecting Lotta´s challenging behavior during circle time Setting events
Tiredness
Antecedents
Behavior
Large group circle time
Talks loadly over the whole group Interrupts
Symptoms of ADHD
Consequences
Reactions from peers
Factors affecting Lotta´s challenging behavior during circle time Setting Events
Tiredness ADHD symptoms
Antecedent
Large group circle time
Behavior
Consequences
Stands up, leaves designated area
Gets to move
Function:
Function:
Peer attention
Meets need to move (related to ADHD)
Lotta´s Behavior Support Plan
Circle time Free play
Tiredness
Intervention: Consult with parents about sleep
Antecedent interventions
Lotta´s Behavior Support Plan
Participate
Positive
Participate
Positive
appropriately
interaction
appropriately
interaction
Play nicely
Praise
Play nicely
Praise
Disruptive behavior Hurtful comments
Peer attention Control the game
Disruptive behavior Hurtful comments
Peer attention Control the game
Training in
Reinforcement of appropriate behavior Extinction of inappropriate beh
Training in
Reinforcement of appropriate behavior Extinction of inappropriate beh
appropriate
behavior
Get attention
Tiredness
Circle time Free play
Control
Intervention: Consult with parents about sleep
Lotta´s Behavior Support Plan
Intervention: Visual rules and schedule Choice
NFSP-Function-based Behavior Support Plans
behavior
attention
Control
Lotta´s Behavior Support Plan
Antecedent interventions Free play Visual rules made in cooperation with the children Free play changed to choice time with visual choice board Teachers word instructions positively (instead of what not to do) Teachers use positive feedback and praise with the group Circle time Better and stable organization of activities Visual schedule Visual rules made in cooperation with the children
appropriate
Get
Tiredness
Intervention: Consult with parents about sleep
Circle time Free play
Intervention: Visual rules and schedule Choice
Participate
Positive
appropriately
interaction
Play nicely
Praise
Disruptive behavior Hurtful comments
Peer attention Control the game
Intervention:
Reinforcement of appropriate behavior Extinction of inappropriate beh
Social story Friendship skills
Get attention
Control
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Dr. Anna-Lind Pétursdóttir annalind@hi.is
Lotta´s Behavior Support Plan
Lotta´s Behavior Support Plan Training of appropriate behavior Social stories Focus on friendship skills and emotions/feelings Teachers try to stay close to Lotta to provide guidance and positive feedback in difficult situations
Lotta´s Behavior Support Plan Differential reinforcement Reinforcement system for circle time Positive feedback, sticker for meeting goal
Start with short intervals, frequent feedback Fade gradually
Tiredness
Intervention: Consult with parents about sleep
Circle time Free play
Intervention: Visual rules and schedule Choice
Participate
Positive
appropriately
interaction
Play nicely
Praise
Disruptive behavior Hurtful comments
Peer attention Control the game
Intervention:
Intervention:
Social story Friendship skills
Differential reinforcement
Get attention
Control
Praise, stickers, rewards
Reinforcement system Encouragement to show appropriate behavior before entering difficult settings Descriptive praise for appropriate behavior Reminder provided when challenging behavior occurs Positive feedback for changing behavior If Lotta continues to show challenging behavior, she gets another reminder, but if fewer than 3 reminders are needed during activity, she gets a sticker. Teachers always use neutral/calm tone of voice and positive attitude
Continue with social reinforcement
Effects of BSP on disruptive behavior Frequency of disruptive behavior during circle time before and after intervention
NFSP-Function-based Behavior Support Plans
Effects of BSP on engagement Proportion of time engaged during circle time
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Dr. Anna-Lind Pétursdóttir annalind@hi.is
Effects on hurtful comments Frequency of hurtful comments during 1 hour free play before and after intervention
Maintaining effects for Lotta Continue using clear instructions and cooperation with parents Reinforcement system used in other challenging settings Friendship skills training 1x week small group
Positive feedback – descriptive praise Intermittent reinforcement of appropriate behavior
Thank you! Questions? Comments? annalind@hi.is
NFSP-Function-based Behavior Support Plans
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