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Consultation Power Point.Ppt
Consultation Power Point.Ppt
Consultation Power Point.Ppt
Consultation Power Point.Ppt
Consultation Power Point.Ppt
Consultation Power Point.Ppt
Consultation Power Point.Ppt
Consultation Power Point.Ppt
Consultation Power Point.Ppt
Consultation Power Point.Ppt
Consultation Power Point.Ppt
Consultation Power Point.Ppt
Consultation Power Point.Ppt
Consultation Power Point.Ppt
Consultation Power Point.Ppt
Consultation Power Point.Ppt
Consultation Power Point.Ppt
Consultation Power Point.Ppt
Consultation Power Point.Ppt
Consultation Power Point.Ppt
Consultation Power Point.Ppt
Consultation Power Point.Ppt
Consultation Power Point.Ppt
Consultation Power Point.Ppt
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Consultation Power Point.Ppt

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  • 1. Behavioral Consultation
    Kristen Bouwman, Sara Heimdahl, & Marissa Griffith
    SPED 664
    7/19/09
  • 2. Overview
    Scenario
    Behavioral Terms
    Entry
    Diagnosis
    Problem Solving
    Functional Behavioral Assessment
    Implementation
    Choosing, formulating, and implementing intervention
    Disengagement
    Evaluation and follow-up planning
    Resources
  • 3. Scenario
    A general education teacher seeks consultation from a school psychologist on a 1st grade student (Billy) who is experiencing off-task behavior such as getting out of his seat often and talking to neighbors during classroom instructional times.
  • 4. Behavioral Terms
    Behavioral Problem- needs to be described in concrete and specific terms
    ABC Antecedent, Behavior, Consequence
    A-what occurs immediately before target behavior
    B-target behavior
    C- what occurs immediately after target behavior (escape, attention, tangibles, etc)
  • 5. Behavioral Terms Continued
    Target Behavior- behavior desiring change
    Replacement Behavior- behavior that takes place of target behavior and thus decreases it
    Positive Behavioral Supports- a broad range of systematic and individualized strategies for achieving social and learning outcomes
  • 6. ENTRY
  • 7. Entry
    Referral: form filled out by general education teacher specifying problem behavior and what interventions have been unsuccessful
    Initial Interview
    Rapport built if needed
    Boundaries set describing process
    Begin collecting info on behavior problem
    Goal set for consultation process
    Agreement on responsibilities
    Time commitment
    Coaching and fidelity checks
  • 8. Entry for Scenario
    After the referral is made, the school psychologist sets up the initial meeting with Billy’s classroom teacher
    Communication is opened between the two and rapport is built
    School psychologist explores the needs of the teacher
    What is it that she would like help with?What are the goals of the consultation
    Goals for consultation process
    To find the function or the student’s behavior (ex. attention, escape)
    To successfully find a replacement behavior for the students problem behavior
    To decrease the occurrences of Billy’s out-of-seat behavior
  • 9. Diagnosis
  • 10. Diagnosis
    Initial interview continued or follow-up interview
    Gather detailed info on when, where, how, with whom, etc.
    Antecedent, Behavior, Consequence
    Diagnose problem
    What is target behavior and desired replacement behavior
    Brainstorm interventions
    Classroom observation
    Formal observation by school psychologist
    Target behavior
    Record ABC’s
  • 11. Diagnosis for Scenario
    The school psychologist could then:
    Conduct a functional behavior interview with the classroom teacher in order to learn more about the what the behavior looks like, antecedents and consequences of the behavior, when the behavior happens most often, when it happens the least, etc.
    FBA’s allow teachers and school psychologists to look more closely at targeted behaviors in order to address the behaviors appropriately
    FBA’s can be time consuming, but can yield important information
  • 12. FBA Interview: Scenario
    What behaviors are of concern to you as Billy’s classroom teacher?
    A. He seems to be overactive and getting out of his seat more than he should. I am afraid that this is affecting his learning in the classroom
    Can you tell me more specifically what the behaviors look like?
    A. Yes. He gets up from his chair without asking and walks around the room. Most of the time he talks to his neighbors.
    When do these behaviors occur most frequently?
    A. They happen throughout the day, but I have noticed it more during math time
    What are the consequences of these behaviors?
    A. Well…he is usually just told to go back to his seat, but this doesn’t seem to be helping because he just gets back up in a few minutes.
    Have you tried anything in the past to target this behavior?
    A. No
    ADDITIONAL QUESTIONS ARE ASKED
    After interviewing the classroom teacher, it is concluded that Billy is getting out of his seat most frequently during math class which is towards the end of the day. The function of his behavior seems to be avoidance and also peer and adult attention.
  • 13. Diagnosis for Scenario
    Classroom observations
    Billy was observed from 1:55-2:25 in his general education classroom. During this time, students (n=20) were working on math individually and also as a group. Billy was seated in the back of the classroom. The teacher gave the students time to do their math worksheet. She then went over problems on the overhead and allowed students to go up and write their answers. Billy appeared to be on-task while working on his homework; however, once the group work began, Billy was out of his seat talking to his neighbors. Billy got out of his seat 4 times within the half hour observation
    Billy was also observed from 10:20-10:50 during the class’s art time. During this time, the class was making gingerbread housed. Billy was out of his seat two times during this observation. Both times he was talking to the neighbor to his left.
    After observing Billy on two occasions, it has been determined that this is a definite problem for him.
  • 14. Diagnosis for Scenario
    Baseline data is collected by the classroom teacher on the number of times Billy is out of his seat and off-task during instructional time throughout the day
    In order to collect data, the target behavior must be defined:
    Out of seat- Billy’s bottom is not touching the chair of his desk and he is out of his seat for more than 5 seconds. It is okay for Billy to be out of his seat for certain on-task behaviors such as borrowing a pencil, etc
  • 15. Diagnosis for Scenario
    Possible interventions to accomplish the goal of reducing his off task (out-of-seat) behavior
    Encouraging Consequence:
    Reward system (Token Economy): reward Billy for keeping his out-of-seat behavior to a minimum (specifics would need to be set)
    Verbal Praise, Games
    Corrective Consequence:
    Loss of Privileges, Re-directions
    Consistent Consequence:
    Immediate, Consistent
  • 16. implementation
  • 17. Implementation
    Choose intervention
    Scientifically research-based interventions (SRIBs)
    Formulate plan & practice
    Who, when, where, how record
    Coaching by school psychologist including role play and fidelity checks
    Implement
    Evaluate intervention
    Survey for social validity
    Classroom observation
    Did target behavior decrease/increase?
  • 18. Scientifically Research-Based Intervention
    • Abstract
    • 19. As cited in the International Journal of Special Education:The Effects of a Token Economy System to Improve Social and Academic Behavior with a Rural Primary Aged Child with Disabilities by Klimas and McLaughlin; this article examined the relationship between a token economy and behavior disorders. It was found that a token economy can be utilized as an effective strategy to reduce problem behaviors both for teaching staff and for the participant.
  • Implementation for Scenario
    • It is agreed upon by the classroom teacher and the school psychologist that a reward system (token economy) will be used.
    • 20. The classroom teacher will do a frequency count of the number of times Billy is out of his seat during each period and record it on a chart. The school psychologist will do a fidelity check by also collecting this data on Tuesdays and Thursdays during one period (selected randomly depending on schedule)
    • 21. If Billy has 7 or less tallies at the end of the day, he gets to put a sticker on his chart. Once he has 4 stickers, he is allowed to choose a prize.
  • Implementation for Scenario
    General eacherand school psychologist will evaluate data to determine if Billy’s out of seat behavior has decreased
    Collecting reliable data is critical in this stage
  • 22. Disengagement
  • 23. Disengagement
    Evaluate process
    Plan for future
    Progress monitor and review data in 4-6 weeks?
    Terminate
  • 24. Disengagement for Scenario
    The intervention was evaluated and it was determined that Billy’s out of seat behavior was not significantly improved with the use of the reward system.
    The teacher and school psychologist will go back to their options and decide which to attempt next.
    They can use observations from this intervention to make decisions on what to do next!
  • 25. Resources
    http://www.behaviordoctor.org/
    http://www.pbis.org/
    Dougherty, A. M. (2008). Psychological consultation and collaboration in school and community settings (5th edition). Belmont, CA: Wadsworth/Thomson.
    Klimas, A., & McLaughlin, T.F. (2007). The Effects of a Token Economy System to Improve Social and Academic Behavior with a Rural Primary Aged with Disabilities. International Journal of Special Education, 22, 72-77.

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