Developing a System of Positive Behavior Support

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1 Developing a System of Stanley L. Swartz. Ph.D. Professor of Education California State University, San Bernardino Intervention Standard for Severe Behavior Problems n Lasting positive behavior change n Access to community, social, and public events n Interventions do not cause pain or trauma n Interventions respect dignity and privacy What were they thinking? 1

2 Are We Meeting This Standard? n Positive behavior change n Targeting behaviors that are important beyond school Our job is not to control children, our job is to teach children appropriate behaviors so they can control themselves. Diversity n Cultural n Linguistic n Learning n Behavioral 2

3 Differentiated n Expectations n Instruction n Evaluation Fairness n Equality n Same for everyone n Equity n Achievement based n Need n To each according to their need Stages in Understanding Fairness 1. Who wants something the most should get it. 2. External circumstances- tallest, oldest 3. Everyone gets the same 4. Work harder, receive more 5. Need more, receive more 6. Balance of effort and need 3

4 Theory of Behavior n Learned n Functional n Reinforced Criteria for Identifying Target Behaviors n Frequency n Duration n Intensity n Location n Context n Extenuating circumstances n Individual characteristics n Evaluator What is Used Now? n Grades n Rewards n Punishments n Cost/reward n Token economy n Time-out n Ignoring 4

5 5

6 n Feasibility Social Validity n Would you be able to use? n Desirability n Would you be willing to use? n Effectiveness n Reduce problem behavior to an acceptable level? n Make a difference in lifestyle? Defining Symptomatology n n Occasionally with autism there are certain symptoms that become defining of the individual as he/she ages. It is critical not to confuse the evolving, defining symptom as primary in nature, but rather secondary to the syndrome of autism itself. Those symptomatologies are obsessive /compulsive disorder, bipolar disorder, depression, anxiety disorder, epilepsy, and attention-deficit/hyperactivity disorder. 6

7 Traditional Behavior Modification vs. n Behavior Modification n Manipulation of consequences n Positive to strengthen n Negative to weaken Traditional Behavior Modification vs. n n Change environment n Teach behaviors n Interrupt, redirect n Focus on what you want rather than what you don t want n Positive reinforcement only PBS n Extends beyond consequence manipulation to: n Alter environment before problem n Teach appropriate behavior 7

8 Characteristics of n Positive behavior support is assessment based. Interventions are directly linked to environmental influences and hypotheses concerning function of the problem behavior. Characteristics of n Positive behavior support plans are comprehensive, usually involving multiple interventions. n One intervention is rarely adequate. Characteristics of n Positive behavior support is proactive, involving teaching alternative skills and adapting the environment. 8

9 Characteristics of n Positive behavior support emphasizes lifestyle enhancement in inclusive settings as both the context for long range goal of interventions. Characteristics of n Positive behavior support reflects personcentered values that honor the dignity and preferences of the individual. Characteristics of n Positive behavior support is designed for use in everyday settings using typically available resources. 9

10 Characteristics of n Positive behavior support holds the broad view of intervention success that includes: n Increases in the use of alternative skills n Decreases in the incidence of problem behavior n Improvements in the quality of life Behavior n Behavior repertoire n Environment n Organization n Routines- children know their jobs n Consistent instructional design n Children who are active and engaged n Knowing when to pull the plug Redirective Therapy n PBS using redirection and social reward n RT is a way of interacting 10

11 n Interrupt n Redirect n Least intrusion Intervention Cycle n Positive- reinforce what you want rather than what you don t want n Social reward n Goal of self-control rather than external control Intervention Cycle Interrupt Redirect Goal of self control rather than external control Least intrusion Social reward Positive reinforcement 11

12 Identifying Problem Behaviors n What are current behavior problemsbehaviors that are obstacles to learning and participation? n Task avoidance or refusal n Off task n Non compliance n Disruptive n Aggressive, verbal or physical n Other Common Functions and Communicative Intent of Problem Behavior n Function n To gain access to social interaction n Possible Messages n Play with me. n Watch what I am doing. n Did I do good work? n Spend time with me. n Let s do this together. n Can I have a turn, too? n I want to be part of the gang. Common Functions and Communicative Intent of Problem Behavior n To gain access to activities, objects, food n Possible Messages n I want to play outside. n Can I have what she has. n I want to listen to more music. n I don t want to stop; I m enjoying this. n I m hungry. 12

13 Common Functions and Communicative Intent of Problem Behavior n To terminate or avoid unwanted situations n Possible Messages n I m bored. n I m not feeling well. n I need a break. n Possible Messages cont d n Leave me alone. n This is too hard. I need help. n I don t want to do this. n Don t tell me what to do. n I don t like to be teased. Common Functions and Communicative Intent of Problem Behavior n To gain access stimulating events n Possible Messages n I like doing this. Classroom Organization n Routines n Why are they important? What are the consequences of routine changes? n Use of paraprofessionals 13

14 Classroom Organization n Wait time n Why do we have it? n What is the consequence? n How do we avoid it? Classroom Organization n Transitions n Connecting activities n Scaffolding learning experiences n Align teaching methods n What are the advantages? Special Education Alignment 14

15 Special Education Alignment n Values for Teachers n Common language n Increased collaboration n Role collaboration n Values for Students n Reduces confusion n Support transition n Facilitates inclusion 15

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