SWPBS and Bullying PPT G Sugai Perth 1 July 2011

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