North adams august six slides

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North adams august six slides

  1. 1. Importance of a Common Philosophy School Wide: Positive Behavior Supports • Prevents misunderstandings • Ensures that all professionals approach Presented by student behavior in a consistent and Angela Searcy, M.S. appropriate manner Simple Solutions Educational Services • Articulates the “what” and “how” www.overtherainbowsimplesolutions.com asearcya@aol.com • The steps of a process Matter and are grounded in evidence-based research 708-845-2343/866-660-3899 4 Angela Searcy asearcya@aol.com 708-845-2343 Questions!• Angela Searcy M.S., D.T. holds a B.A. degree in English and secondary education with teacher certification though the state of Illinois and a M.S. degree in early childhood • What happens when parents don’t follow development from Erikson Institute, with a specialization in Infant Studies and a credential in developmental therapy. Angela is a Diversifying in Higher Education in Illinois Fellow through? at Argosy University in the Doctor of Education Program • Are we catering to children?• Angela is the owner and founder of Simple Solutions Educational Services, has over 20 years of experience in the field of education, is an approved professional development provider by the Illinois State Board of Education, and Texas ECI. She acts as an • Why are we rewarding children who educational consultant for the Multisensory Training Institute (MTI) in Needham, MA, Lakeshore Learning, Carson CA and Center on the Social and Emotional Foundations misbehave? for Early Learning (CSEFEL) at Vanderbilt University. Angela is also a professor at Rasmussen College and a PDI coach with the Ounce of Prevention • Why am I wasting my time when my work is• A former associate at the Neuropsychology Diagnostic Center in Orland Park, Illinois, undone in a weekend? Angela has specialized training in the neurosciences and is a nationally recognized speaker with extensive experience working with professionals, young children, and their families as an early childhood teacher, child development specialist, staff developer, mental health • What if this child doesn’t belong in this setting? consultant, parent educator, language arts teacher, college professor and tutor. Her expertise encompasses developing behavior modification programs from a neuropsychological perspective, and creating professional development grounded in neuroscience research related • Are we going to talk about consequences? to adult learning. • What if a child is dangerous to self and others?• She has been featured on Chicago Public Radio’s Chicago Matters, Chicago Parent and Chicago Baby Magazines and is a regular speaker for the Learning and the Brain Conference Sponsored by Harvard, Yale and Stanford Universities. National Centers & Resources Concerns • Center on the Social and Emotional Foundations for Early Learning (CSEFEL) - www.vanderbilt.edu/csefel • I am not trained to work with kids like • Technical Assistance Center for Social this… Emotional Intervention (TACSEI) www.challengingbehavior.org • The other children are not getting what • Collaborative for Academic, Social, and Emotional they deserve… Learning • This child is out to get me… • www.CASEL.org • Children don’t have respect anymore. • edutopia.org • The Center for Effective collaboration and Practice www.cecp.air.org 1
  2. 2. • It is not evidence-based! • Would you want to take medicine that was Punishment not proven to work? A stimulus or event occurs following a behavior, and the behavior decreases.• Presentation of something unpleasant.• Removal of positive reinforcement – Time Out (from reinforcement) – Response Cost (a fine – take away positive reinforcement already earned.) 7 Few Problems with Punishment children • Doesn’t weaken the tendency to respond; just temporarily suppresses. Children at-risk • Or - Behavior might be suppressed only in the presence of the punisher. All • Sometimes backfires – and the behavior Children increases due to the attention it’s getting 8 More Problems With Punishment • Students’ self-esteem can suffer if the only The Pyramid Model and RtI attention they are receiving is in the form of punishment. • Learned helplessness – “I can’t do anything right.” • Can discourage both unacceptable AND acceptable behaviors. • The punishment reinforces the behavior • It doesn’t address the environmental, social and cognitive reasons behind the behavior 9 2
  3. 3. Challenging Behavior Process of Positive Behavior Support• What we are referring to when we say• “challenging behavior” is: • Any repeated pattern of behavior that interferes with learning or engagement in pro-social interactions with Step 1: Using peer coaches and identifying peers and adults goals • Behaviors that are not responsive to the use of developmentally appropriate guidance procedures. Step 2: Gathering information (functional assessment) • Prolonged tantrums, physical and verbal aggression, disruptive vocal and motor behavior (e.g., screaming, Step 3: Developing hypotheses (best guess) stereotypy), property destructions, self-injury, noncompliance, and withdrawal Step 4: Designing behavior support plans Step 5: Implementing, monitoring, evaluating outcomes, and refining plan in natural environments Research on PBS Who are Peer Coaches? • Effective for all ages of individuals with disabilities Peer Coaches are NOT: Peer Coaches ARE: 2-50 years. • Supervisors • A tool to help you • Effective for diverse groups of individuals with • There to judge you • Your eyes and ears challenges: mental retardation, oppositional defiant • To talk about you behind • Data collectors disorder, autism, emotional behavioral disorders, your back • There to help you reflect children at risk, etc. • There to give you advise on your problem and • PBS is the only comprehensive and support you evidence-based approach to address • Can provide resources challenging behavior within a variety of natural settings. Wrong Way – Right Way Children Communicate in Many Ways:Wrong Way Right Way • Forms of communication• General intervention for • Intervention matched to – Words all behavior challenges purpose of the behavior – Sentences• Intervention is reactive • Intervention is proactive – Point to a picture• Focus on behavior • Focus on teaching new – Eye gaze reduction skills – Pulling adult• Quick fix • Long-term interventions – Crying – Biting – Tantrums – ? 3
  4. 4. All Behavior has Meaning and it is Up to Functional Assessment the ADULTS to figure out the function • Observe the child in target routines andFunctions of communication – Request object, activity, person settings. – Escape demands • Collect data on child behavior, looking for – Escape activity situations that predict challenging behavior – Escape a person – Request help and that are linked with appropriate behavior. – Request social interaction • Interview persons most familiar with the child. – Comment – Request information • Review records. – Request sensory stimulation – Escape sensory stimulation – TO GAIN or AVOID Process of Positive Behavior Support Everybody Helps Step 1: Establishing a collaborative team and identifying goals • Family collects data Step 2: Gathering information (functional • Educational staff collects data assessment) • Therapists collect data Step 3: Developing hypotheses (best guess) • Collect data in ALL settings Step 4: Designing behavior support plans Step 5: Implementing, monitoring, evaluating outcomes, and refining plan in natural environments Sample Functional Assessment Setting Event Chart MON TUES WED THURS FRI SAT SUN • A process for developing an Slept Yes Yes Yes Yes Yes Yes Yes What understanding of a person’s challenging happened Poorly No No No No No No No behavior and, in particular, how the the night before? Mom on Yes Yes Yes Yes Yes Yes Yes Midnight behavior is governed by environmental Shift No No No No No No No events. Tantrum Yes Yes Yes Yes Yes Yes Yes How was in A.M. No No No No No No No • Results in the identification of the his behavior? “purpose” or “function” of the Tantrum in P.M. Yes Yes Yes Yes Yes Yes Yes No No No No No No No challenging behavior. 4
  5. 5. Sample Setting Event Chart Child’s Name: ______________ Week of: _________________ Check the number of times the child is aggressive during the activity. Aggression includes: hits, pinches, pulls hair, bites, kicks, & scratches. Activity Mon. Tues. Wed. Thurs. Fri. Average Mon Tues Wed Thurs Fri Arrival ___0 times ___0 times ___0 times ___0 times ___0 times ___0 times ___1-5 times ___1-5 times ___1-5 times ___1-5 times ___1-5 times ___1-5 times How does Rides the √ √ √ ___5-10 times ___5-10 times ___5-10 times ___5-10 times ___5-10 times ___510 times ___10-15 ___10-15 ___10-15 ___10-15 ___10-15 ___10-15 he come bus ___15-20 ___15-20 ___15-20 ___15-20 ___15-20 ___15-20 ___+20 ___+20 ___+20 ___+20 ___+20 ___+20 to Mom √ √ Circle ___0 times ___0 times ___0 times ___0 times ___0 times ___0 times school? brings ___1-5 times ___1-5 times ___1-5 times ___1-5 times ___1-5 times ___1-5 times ___5-10 times ___5-10 times ___5-10 times ___5-10 times ___5-10 times ___5-10 times Tantrum √ √ √ ___10-15 ___15-20 ___10-15 ___15-20 ___10-15 ___15-20 ___10-15 ___15-20 ___10-15 ___15-20 ___10-15 ___15-20 at a.m. ___+20 ___+20 ___+20 ___+20 ___+20 ___+20 circle Lunch ___0 times ___0 times ___0 times ___0 times ___0 times ___0 times ___1-5 times ___1-5 times ___1-5 times ___1-5 times ___1-5 times ___1-5 times His Tantrum √ √ √ ___5-10 times ___10-15 ___5-10 times ___10-15 ___5-10 times ___10-15 ___5-10 times ___10-15 ___5-10 times ___10-15 ___5-10 times ___10-15 behavior? at snack ___15-20 ___15-20 ___15-20 ___15-20 ___15-20 ___15-20 ___+20 ___+20 ___+20 ___+20 ___+20 ___+20 Tantrum √ √ √ Average ___0 times ___0 times ___0 times ___0 times ___0 times ___0 times at small ___1-5 times ___5-10 times ___1-5 times ___5-10 times ___1-5 times ___5-10 times ___1-5 times ___5-10 times ___1-5 times ___5-10 times ___1-5 times ___5-10 times group ___10-15 ___10-15 ___10-15 ___10-15 ___10-15 ___10-15 ___15-20 ___15-20 ___15-20 ___15-20 ___15-20 ___15-20 ___+20 ___+20 ___+20 ___+20 ___+20 ___+20 Scatter Plot Child’s Name: Tim Observer: ___________________ Check yes (Y) or no (N) at time one (T1) and time two (T2) to indicate whether the child is interacting with a peer at the time of observation. T1 and T2 Student: Rachel Target Behavior: Hitting Peers observations should be at least 5 minutes apart. Observer: Maya Using a scatter plot involves recording the times of day (and/or activities) Activity Date:____ Date:____ Date:____ Date:____ Date:____ in which the behavior does and does not occur to identify patterns over Dates: 10/1 through 10/12 days or weeks Centers T1: T2: T1: T2: T1: T2: T1: T2: T1: T2: Behavior did x_Y __Y __Y __Y __Y __Y __Y __Y __Y __Y Dates not occur __N x_N __N __N __N __N __N __N __N __N Time Activity 10/1 10/2 10/3 10/4 10/5 10/8 10/9 10/10 10/11 10/12 Behavior did occur7:30 Arrival Free Choice NA Did not Lunch T1: T2: T1: T2: T1: T2: T1: T2: T1: T2: observe9:00 Planning __Y __Y __Y __Y __Y __Y __Y __Y __Y __Y9:30 Centers x_N x_N __N __N __N __N __N __N __N __N10:30 Snack11:00 Outside Outside T1: T2: T1: T2: T1: T2: T1: T2: T1: T2:11:30 Small Group __Y x_Y __Y __Y __Y __Y __Y __Y __Y __Y12:00 Lunch x_N __N __N __N __N __N __N __N __N __N12:30 Nap1:30 Outside2:30 P.M. Circle Ratio: __2__#yes _____#yes _____#yes _____#yes _____#yes3:00 Departure __6__total # ____total # ____total # ____total # ____total # observed observed observed observed observed Activity Analysis Amy’s Transition Week of: _________________ Child: Rachel Routine/Activity: House Center Activity Description Behavior Expectations Problems Monday Tuesday Wednesday Thursday Friday Steps: Arrival 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 1. Select materials 1. Pick materials that no Circle one is using. 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 2. Pretend in roles 2. Use materials Nap appropriately. 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 3. Exchange materials 3. Don’t take from peer. 3. Takes materials from Clean-up with peers others. 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 Other: 4. Follow peers’ lead or 4. Maintain engagement. 4. Ignores peers, _Bus Ride_ 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 accept role assignment interferes in play. Average Average Score: Average Score: Average Score: Average Score: Average Score: Score 3 2.2 1.4 1.4 .8 5. Clean-up 5. Put materials on shelf in correct area. Rate the problem behavior: 0 = no problems, 1 = whining, resisting, 2 = screaming, falling on floor, 3 = screaming, hitting, other aggression 5
  6. 6. Child’s Name: ______________________ Behavior: ____sitting______ Observation Card Week of: _________________ Average Duration for Week: ___9___ minutes Starting from the bottom, shade the number of boxes that represent the length of the Example target behavior. Each box represents TWO minutes. Name: Karen Observer: teacher Date: 1/22 Monday Tuesday Wednesday Thursday Friday 30 30 30 30 30 General Context: Choice time/art Time: 10:00 28 28 28 28 28 Social Context: Playing alone in house. Teacher comes over to Karen and asks her to 26 26 26 26 26 come to the art table for art. When she doesn’t respond, the teacher tries to assist her by 24 24 24 24 24 taking her arm to nudge her to stand. 22 22 22 22 22 Challenging Behavior: Karen pulls away and begins to protest by saying, 20 20 20 20 20 “No! I not go to art!” as she pulls away from the teacher. 18 18 18 18 18 16 16 16 16 16 Social Reaction: The teacher walks away and says, “I will be back in a few minutes to 14 14 14 14 14 see if you are ready.” 12 12 12 12 12 10 10 10 10 10 8 8 8 8 8 POSSIBLE FUNCTION: Escape art 6 6 6 6 6 4 4 4 4 4 2 2 2 2 2 Activity Analysis “KIS” Child: Rachel Routine/Activity: Snack Activity Description Behavior Expectations ProblemsSteps:1. Sit in chair. 1. Stay in seat.2. Take food from plate 2. Take one item, wait for 2. Takes multiple items, puts when passed. turn. hand in bowl, grabs while • “KIS it” (Keep It Simple) plate is passed. - - Create simple, user-3. Eat food on plate. 3. Eat from own plate. 3. Takes food from other children’s plates. friendly forms to collect4. Drink juice from own cup. 4. Drink and put cup on information (e.g., rating table. scales, checklists).5. Ask for more food. 5. Ask using please. 5. Grabs food when she wants more.6. Wipe face with napkin. 6. Use napkin, not clothing.7. Throw plate/cup/napkin 7. Clear place, throw in away when finished. trash. Observation Card Home Observation Card Name: Observer: Date: General Context: Time: Social Context: Challenging Behavior: Social Reaction: POSSIBLE FUNCTION: 6
  7. 7. Home Observation Card Behavior support Plans • This is a THREE tier approach to dealing with challenging behaviors Process of Positive Behavior Behavior Support Plan Support • Behavior Hypotheses- Purpose of the behavior, your best guess about why the behavior occurs Step 1: Establishing a collaborative team and identifying goals • Prevention Strategies- Ways to make events and interactions that trigger challenging behavior easier for Step 2: Gathering information (functional the child to manage assessment) • Replacement Skills– New skills to teach throughout Step 3: Developing hypotheses (best guess) the day to replace the challenging behavior Step 4: Designing behavior support plans • Responses- What adults will do when the challenging Step 5: Implementing, monitoring, evaluating behavior occurs to ensure that the challenging outcomes, and refining plan in behavior is not maintained and the new skill is learned natural environments Video 3b.2: Observation Vignette #2 Tim’s Support Planning Chart- Hypothesis Trigger Behavior Maintaining Consequence• Group play: centers Verbal aggression (threats), • Peers give up toys/items and outside play physical aggression (hit, • Peers leave area push, kick, punch), property • Adults intervene with destruction negative attention on Tim Function:Setting Events (if obtain toy/play applicable): Preventions New Skills New Responses 7
  8. 8. Wait BasketsMaterials to Add!Story blocksWord blocksBall tossBubble wrapjumpSound jumpLetter Jump HSCI Curriculum Modifications Module Simple Solutions Support! Here a child is not yet using a functional grasp, so a materials adaptation is created by using a table easel to help her keep her hand in the appropriate position. Right Way/Wrong Way 8
  9. 9. HSCI Curriculum Modifications Module Behavior Support Plan Environmental Support • Behavior Hypotheses- Purpose of the behavior; your best guess about why the behavior occurs • Prevention Strategies- Ways to make events and interactions that trigger challenging behavior easier for the child to manage • Replacement Skills– New skills to teach throughout the day to replace the challenging behavior • Responses- What adults will do when the challenging behavior occurs to ensure that the challenging behavior is not maintained and the new skill is learned Step 3: Support Plan Development (cont.) “If a child doesn’t know how to read, we teach. • Brainstorm Prevention Strategies If a child doesn’t know how to swim, we teach. – Strategies to make routines or activities If a child doesn’t know how to multiply, we teach. easier for the child If a child doesn’t know how to drive, we teach. – Strategies to soften the triggers If a child doesn’t know how to behave, we……..... …….teach? ……punish? Why can’t we finish the last sentence as automatically as we do the others?” Tom Herner (NASDE President ) Counterpoint 1998, p.2) 53 Tim’s Support Planning Chart Identifying Teachable Moments Trigger Behavior Maintaining Consequence • Group play: centers Verbal aggression • Peers give up toys/items and outside play with (threats), physical • Peers leave area peers aggression (hit, push, kick, • Adults intervene with punch), property negative attention to Tim destruction Setting Events (if Function: Obtain toy/play applicable): Preventions New Skills New Responses • Pre-teach skills by To Challenging role playing via Behavior: scripted story • Use visual cards to help him remember lessons when in difficult situation Use of New Skill: • Self-monitoring form to work on new skills 54 9
  10. 10. Turtle Technique Feeling Dice/Feeling Wheel Recognize “Think” that you Stop. feel angry.Go into shell. Come outTake 3 deep of shellbreathes. when calmAnd think and think ofcalm, coping a solution.thoughts. Simple Solutions Adaptation Centers! Turtle Box 19 Teach Rules in the Context of Routines Ask for a Break Times to ask for a break: • A short break could • Sleepy help you come back • Frustrated better to think through a • Overwhelmed problem • Ask for a drink of water, go to the bathroom, take three deep breaths, do something you like ( color for a few minutes) • Sometimes we need a break from our friends Simple Solutions Educational Services © 2010 asearcya@aol.com 866- 660-3899 10
  11. 11. Lose a Game…Win a Friend! • Being a sore loser can then led to not only losing the game but a friend! • You can play and win another time • Everyone should get a chance to win • Win a friend by saying “good game” Simple Solutions Educational Services© 2010 asearcya@aol.com 866- 11
  12. 12. The Solution Kit 28 Logan Square!!Room 13 at Uptown Uses a key Ring instead… 12
  13. 13. Step 4: Support Plan Development (cont.) • Brainstorm ideas about what new skills should be taught to replace challenging behavior; write new skills on chart. Tim’s Support Planning Chart Trigger Behavior Maintaining Consequence• Group play: centers Verbal aggression • Peers give up toys/items and outside play with (threats), physical • Peers leave area peers aggression (hit, push, kick, • Adults intervene with punch), property negative attention to Tim destructionSetting Events (if applicable): Function: Obtain toy/play Preventions New Skills New Responses• Pre-teach skills by role • Asking to play To Challenging playing via scripted • Everyone can play with Behavior: story the toys• Use visual cards to • Asking for teacher’s help help him remember lessons when in To Use o New Skill: difficult situation• Self-monitoring form to work on new skills Behavior Support Plan• Behavior Hypotheses- Purpose of the behavior; your best guess about why the behavior occurs• Prevention Strategies- Ways to make events and interactions that trigger challenging behavior easier for the child to manage• Replacement Skills– New skills to teach throughout the day to replace the challenging behavior• Responses- What adults will do when the challenging behavior occurs to ensure that the challenging behavior is not maintained and the new skill is learned 13
  14. 14. Simple Solutions Adaptation at Ezzard Charles Montessori Step 5:Support Plan Development (cont.)• Brainstorm ideas about how to respond to challenging behavior when it occurs; write new responses on chart. 14
  15. 15. Tim’s Support Planning Chart Trigger Behavior Maintaining Consequence• Group play: centers Verbal aggression (threats), • Peers give up toys/items and outside play with physical aggression (hit, • Peers leave area peers push, kick, punch), property • Adults intervene with• Circle Time destruction negative attention to Tim Function:Setting Events (if Obtain toy/play applicable): Preventions New Skills New Responses• Pre-teach skills by role • Asking to play To Challenging Behavior: playing via scripted • Everyone can play with the • Anticipate & cue to use new story toys skill: asking to play/help• Use visual cards to • Asking for teacher’s help • Intervene to prevent harm help him remember by providing lessons when in attention/support to child difficult situation who is attacked• Teacher will subgroup To Use of New Skill: during centers • When asks, respond• Teacher will change • Provide certificate and location of circle time acknowledge positive• Teacher will allow Tim behavior. Fade certificate. to ask for a break Simple Solutions Classroom Kit! 15

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