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SWPBS and Bullying PPT G Sugai Perth 1 July 2011
SWPBS and Bullying PPT G Sugai Perth 1 July 2011
SWPBS and Bullying PPT G Sugai Perth 1 July 2011
SWPBS and Bullying PPT G Sugai Perth 1 July 2011
SWPBS and Bullying PPT G Sugai Perth 1 July 2011
SWPBS and Bullying PPT G Sugai Perth 1 July 2011
SWPBS and Bullying PPT G Sugai Perth 1 July 2011
SWPBS and Bullying PPT G Sugai Perth 1 July 2011
SWPBS and Bullying PPT G Sugai Perth 1 July 2011
SWPBS and Bullying PPT G Sugai Perth 1 July 2011
SWPBS and Bullying PPT G Sugai Perth 1 July 2011
SWPBS and Bullying PPT G Sugai Perth 1 July 2011
SWPBS and Bullying PPT G Sugai Perth 1 July 2011
SWPBS and Bullying PPT G Sugai Perth 1 July 2011
SWPBS and Bullying PPT G Sugai Perth 1 July 2011
SWPBS and Bullying PPT G Sugai Perth 1 July 2011
SWPBS and Bullying PPT G Sugai Perth 1 July 2011
SWPBS and Bullying PPT G Sugai Perth 1 July 2011
SWPBS and Bullying PPT G Sugai Perth 1 July 2011
SWPBS and Bullying PPT G Sugai Perth 1 July 2011
SWPBS and Bullying PPT G Sugai Perth 1 July 2011
SWPBS and Bullying PPT G Sugai Perth 1 July 2011
SWPBS and Bullying PPT G Sugai Perth 1 July 2011
SWPBS and Bullying PPT G Sugai Perth 1 July 2011
SWPBS and Bullying PPT G Sugai Perth 1 July 2011
SWPBS and Bullying PPT G Sugai Perth 1 July 2011
SWPBS and Bullying PPT G Sugai Perth 1 July 2011
SWPBS and Bullying PPT G Sugai Perth 1 July 2011
SWPBS and Bullying PPT G Sugai Perth 1 July 2011
SWPBS and Bullying PPT G Sugai Perth 1 July 2011
SWPBS and Bullying PPT G Sugai Perth 1 July 2011
SWPBS and Bullying PPT G Sugai Perth 1 July 2011
SWPBS and Bullying PPT G Sugai Perth 1 July 2011
SWPBS and Bullying PPT G Sugai Perth 1 July 2011
SWPBS and Bullying PPT G Sugai Perth 1 July 2011
SWPBS and Bullying PPT G Sugai Perth 1 July 2011
SWPBS and Bullying PPT G Sugai Perth 1 July 2011
SWPBS and Bullying PPT G Sugai Perth 1 July 2011
SWPBS and Bullying PPT G Sugai Perth 1 July 2011
SWPBS and Bullying PPT G Sugai Perth 1 July 2011
SWPBS and Bullying PPT G Sugai Perth 1 July 2011
SWPBS and Bullying PPT G Sugai Perth 1 July 2011
SWPBS and Bullying PPT G Sugai Perth 1 July 2011
SWPBS and Bullying PPT G Sugai Perth 1 July 2011
SWPBS and Bullying PPT G Sugai Perth 1 July 2011
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SWPBS and Bullying PPT G Sugai Perth 1 July 2011

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  • 1. Addressing Individual Challenging Behavior through Function-based Support<br />George Sugai<br />US Dept. of Educ.Centeron PBIS<br />Center for Behavioral Education & Research<br />University of Connecticut<br />July 1 2011<br />www.pbis.orgwww.cber.orgwww.swis.org<br />George.sugai@uconn.edu<br />
  • 2. BIP Basics<br />
  • 3. Fundamental Rule!<br />“You should not propose to reduce a problem behavior without also identifying alternative, desired behaviors person should perform instead of problem behavior”<br />O’Neill et al., 1997, p. 71<br />
  • 4. Desired<br />Alternative<br />Typical<br />Consequence<br />Summary Statement<br />Setting Events<br />Triggering<br />Antecedents<br />Maintaining<br />Consequences<br />Problem<br />Behavior<br />Acceptable<br />Alternative<br />
  • 5. Desired<br />Alternative<br />Typical<br />Consequence<br />Summary Statement<br />Points,<br />grades,<br />questions,<br />more work.<br />Do work<br />w/o<br />complaints.<br />Setting Events<br />Triggering<br />Antecedents<br />Maintaining<br />Consequences<br />Problem<br />Behavior<br />Noncompliance,<br />profanity,<br />physical<br />aggression,<br />Lack of peer<br />contact in 30<br />minutes.<br />Do difficult<br />math <br />assignment.<br />Avoid task,<br />remove from<br />class.<br />Function<br />Acceptable<br />Alternative<br />Why is function important?<br />Ask for<br />break,<br />ask for<br />help.<br />Because consequences <br />compete!!<br />
  • 6.
  • 7. Desired<br />Alternative<br />Typical<br />Consequence<br />Summary Statement<br />Setting Events<br />Triggering<br />Antecedents<br />Maintaining<br />Consequences<br />Problem<br />Behavior<br />Acceptable<br />Alternative<br />
  • 8.
  • 9. Desired<br />Alternative<br />Typical<br />Consequence<br />Summary Statement<br />Setting Events<br />Triggering<br />Antecedents<br />Maintaining<br />Consequences<br />Problem<br />Behavior<br />Acceptable<br />Alternative<br />
  • 10. Setting Event<br />Manipulations<br />Antecedent<br />Manipulations<br />Consequence<br />Manipulations<br />Behavior<br />Manipulations<br />
  • 11. Desired<br />Alternative<br />Typical<br />Consequence<br />Summary Statement<br />Points,<br />grades,<br />questions,<br />more work.<br />Do work<br />w/o<br />complaints.<br />Setting Events<br />Triggering<br />Antecedents<br />Maintaining<br />Consequences<br />Problem<br />Behavior<br />Noncompliance,<br />profanity,<br />physical<br />aggression,<br />Lack of peer<br />contact in 30<br />minutes.<br />Do difficult<br />math <br />assignment.<br />Avoid task,<br />remove from<br />class.<br />Function<br />Acceptable<br />Alternative<br />Ask for<br />break,<br />ask for<br />help.<br />
  • 12. Setting Event<br />Manipulations<br />Antecedent<br />Manipulations<br />Consequence<br />Manipulations<br />Behavior<br />Manipulations<br />Immediately reinforce entering class.<br />Provide reinforcer w/in 1 min. of starting task (3 min., 5 min., 10 minutes)<br />Give break & help<br />Sit with preferred peer when done<br />Teach options to problem behavior:<br />1. Ask for break<br />2. Ask for help<br />3. Turn in assignment as is.<br />Teach missing math skills<br />Arrange for peer interaction before math class<br />Provide positive adult contact<br />Sit with preferred peer<br />Introduce review type problem before difficult tasks<br />Remind of alternative behaviors<br />Do first problem together<br />
  • 13. Desired<br />Alternative<br />Typical<br />Consequence<br />Summary Statement<br />Ignore &<br />problem<br />solve<br />later<br />Delayed<br />teacher<br />attention.<br />Setting Events<br />Triggering<br />Antecedents<br />Maintaining<br />Consequences<br />Problem<br />Behavior<br />Profanity<br />Verbal<br />protests<br />Rides city<br />bus<br />Teacher<br />corrects<br />peers<br />Teacher<br />attention<br />Function<br />Acceptable<br />Alternative<br />Discuss<br />in<br />private<br />
  • 14. Setting Event<br />Manipulations<br />Antecedent<br />Manipulations<br />Consequence<br />Manipulations<br />Behavior<br />Manipulations<br />When J. engages in problem behavior immediately disengage from him, & engage peers.<br />When J. engages in replacement behaviors provide adult attention (discussion)<br />Teach J. how, when, & where to express verbal protest, & how to walk away from problem situations in transitions.<br />On days city bus ridden, check in with counselor to review days schedule & walk with counselor to classroom<br />Give >3 positive acknow-ledgements per min. to peers during transitions. <br />Give private & quiet corrections to peers.<br />Remind J. of acceptable & desired replacement behaviors<br />
  • 15. Do quiz without<br />complaints.<br />Discussion about <br />answers & homework.<br />On Mondays and/or <br />when up all of the <br />night before.<br />Daily nongraded quiz <br />on previous night’s<br />homework<br />Verbal protests, slump<br />in chair, walks out of<br />room.<br />Avoids doing quiz &<br />homework discussion.<br />Turn in with name &<br />sit quietly w/o <br />interrupting.<br />
  • 16. Do quiz without<br />complaints.<br />Discussion about <br />answers & homework.<br />On Mondays and/or <br />when up all of the <br />night before.<br />Daily nongraded quiz <br />on previous night’s<br />homework<br />Verbal protests, slump<br />in chair, walks out of<br />room.<br />Avoids doing quiz &<br />homework discussion.<br />Turn in with name &<br />sit quietly w/o <br />interrupting.<br />+ Give time to review <br />homework.<br />+ Give quiet time before starting.<br />+ Give easy “warm-up” task before doing quiz.<br />+ Precorrect behavior options & consequences.<br />+ With first sign of problem behaviors, remove task, or<br />request completion of task next period.<br />+ Remove task based on step in task analysis (STO).<br />+ Provide effective verbal praise & other reinforcers.<br />Teach options to problem behavior:<br />1. Turn in blank<br />2. Turn in w/ name<br />3. Turn in w/ name & first item done.<br />4. Turn in w/ name & 50% of items done. <br />
  • 17. Add effective & <br />& remove<br />ineffective<br />reinforcers<br />Neutralize/<br />eliminate<br />setting<br />events<br />Add relevant <br />& remove <br />irrelevant<br />triggers<br />Teach <br />alternative<br />that is more<br />efficient<br />
  • 18. 7. How quality of function-based behavior intervention plans be improved?<br />
  • 19. FBA/BIP Team Process Steps<br />
  • 20. Make <br />consequences<br />ineffective.<br />Neutralize<br /> setting<br />event<br />Make triggers<br />irrelevant.<br />Make problem <br />behavior<br />inefficient.<br />
  • 21. 6 FBA Misrules<br />Only one way to conduct FBA….<br />FA process is basically same<br />Methods for collecting data may vary<br />Observe<br />Ask<br />Review records<br />Test<br />NO<br />
  • 22. Must do everything every time….<br /><ul><li>Base FBA activity on what you know
  • 23. FBA is systematic planning process</li></ul>NO<br />
  • 24. Everyone has to know how to do a full FBA….<br /><ul><li>Small number of people must have high fluency
  • 25. All people must know process & what to expect
  • 26. Some individuals must work on sustainability</li></ul>NO<br />
  • 27. FBA is it…..<br /><ul><li>One component of comprehensive plan of behavior support</li></ul> academic, medical, vocational, mental health, etc.<br />NO<br />
  • 28. FBA is only for students with disabilities…<br /><ul><li>Process for behavior of all individuals across multiple settings</li></ul>NO<br />
  • 29. 6. “Power,”“authority,”“control,” etc. are functions….<br />2 research validated functions<br />Pos. & Neg. Reinf.<br />NO<br />
  • 30. Implementation Example: Bullying Prevention<br />
  • 31. Bullying Program Component Review Purpose<br />
  • 32. Preliminary Conclusions<br />
  • 33.
  • 34. <ul><li>Victim attention
  • 35. Bystander attention
  • 36. Self-delivered praise
  • 37. Tangible access</li></li></ul><li>PREVENTION<br />De-emphasis on adding consequence for problem behavior<br />
  • 38. Initiator<br />Target<br />Context<br />or<br />Setting<br />Continuum of Behavior Fluency<br />Staff<br />Bystander<br />
  • 39. Four basic strategies….if you do nuthin’ else….<br />
  • 40. Doesn’t Work<br />Works<br />Label student<br />Exclude student<br />Blame family<br />Punish student<br />Assign restitution<br />Ask for apology<br />Teach targeted social skills<br />Reward social skills<br />Teach all<br />Individualize for non-responsive behavior<br />Invest in positive school-wide culture<br />
  • 41. MUST…..<br /><ul><li>Be easy & do-able by all
  • 42. Be contextually relevant
  • 43. Result in early disengagement
  • 44. Increase predictability
  • 45. Be pre-emptive
  • 46. Be teachable
  • 47. Be brief</li></li></ul><li>www.pbis.org<br />
  • 48. 1.88<br />.88<br />3.14<br />Baseline<br />Acquisition<br />Full BP-PBS Implementation<br />Rob<br />School 1<br />Number of Incidents of Bullying Behavior<br />Bruce<br />Cindy<br />School 2<br />Scott<br />Anne<br />School 3<br />Ken<br />72%<br />Scott Ross, University of Oregon<br />38<br />School Days<br />
  • 49. 22% decrease<br />21% increase<br />Scott Ross, University of Oregon<br />BP-PBS, Scott Ross <br />39<br />
  • 50.
  • 51.
  • 52. Non-Classroom Management: Self-Assessment<br />
  • 53.
  • 54.
  • 55.
  • 56. Behavior Support Elements<br />*Response class<br />*Routine analysis<br />*Hypothesis statement<br />*Alternative behaviors<br />*Competing behavior analysis <br />*Contextual fit<br />*Strengths, preferences, & lifestyle outcomes<br />*Evidence-based interventions<br />Problem Behavior<br />Functional Assessment<br />*Implementation support<br />*Data plan<br /><ul><li>Team-based
  • 57. Behavior competence</li></ul>Intervention & Support Plan<br />*Continuous improvement<br />*Sustainability plan<br />Fidelity of Implementation<br />Impact on Behavior & Lifestyle<br />

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