The document outlines the steps for conducting a functional behavior assessment and developing a behavior intervention plan. It discusses that behavior is predictable and influenced by environmental factors. The 7-step process involves defining the problem behavior, gathering information on antecedents and consequences, developing a hypothesis statement describing the relationship between behavior and environment, creating a competing behavior pathway, designing an intervention plan, implementing it, and monitoring progress. Tools for assessment include interviews, observations, and record reviews to understand the function or purpose of problem behaviors.
Cognitive Behavior Therapy: Kids SpecialAdam Smith
Yes of course, any kind of treatment approach for children is quite a challenge since getting them to sit down for hours is never easy. This is where Cognitive behavioral therapy introduces the play-way method.
Cognitive Behavior Therapy: Kids SpecialAdam Smith
Yes of course, any kind of treatment approach for children is quite a challenge since getting them to sit down for hours is never easy. This is where Cognitive behavioral therapy introduces the play-way method.
Succession “Losers”: What Happens to Executives Passed Over for the CEO Job?
By David F. Larcker, Stephen A. Miles, and Brian Tayan
Stanford Closer Look Series
Overview:
Shareholders pay considerable attention to the choice of executive selected as the new CEO whenever a change in leadership takes place. However, without an inside look at the leading candidates to assume the CEO role, it is difficult for shareholders to tell whether the board has made the correct choice. In this Closer Look, we examine CEO succession events among the largest 100 companies over a ten-year period to determine what happens to the executives who were not selected (i.e., the “succession losers”) and how they perform relative to those who were selected (the “succession winners”).
We ask:
• Are the executives selected for the CEO role really better than those passed over?
• What are the implications for understanding the labor market for executive talent?
• Are differences in performance due to operating conditions or quality of available talent?
• Are boards better at identifying CEO talent than other research generally suggests?
Behavior Intervention Plan (BIP)Student’s Name Student.docxjasoninnes20
Behavior Intervention Plan (BIP)
Student’s Name:
Student’s Date of Birth:
Gender:
Date Plan Developed:
1. Description of Target Behavior (Operationally defined, easily observable and measurable; include examples as well as duration, frequency, and intensity):
2. Hypothesis/Summary Statement of the Function of the Behavior (Developed based on data analyzed from the FBA):
3. Antecedent Modifications (What can be done to support the student and prevent the occurrence of this behavior? What changes can be implemented to create a safe, inclusive, and culturally responsive learning environment that engages the student in meaningful learning activities and social interactions? Describe the modifications in enough detail for them to be implemented):
4. Behavioral Goal (Develop a behavioral goal that includes the condition, student, replacement behavior, criterion, and timeframe):
5. Replacement Behaviors (What new behavior will be taught or what current behavior will be increased that serves the same function as the behavior targeted for reduction and allow the student to achieve the same outcome. How will the replacement behavior be taught to the student? How will the student be rewarded for engaging in the new or emerging behavior in a way that addresses the function of the behavior?):
6. Strategies for Reducing the Target Behavior (What will be the response should the target behavior occur? This response should not maintain the behavior):
7. Crisis Plan (How should others respond if the strategies for reducing the target behavior are not effective or if the target behavior occurs in a manner that jeopardizes the safety of the student or others? Include the procedures for safely and appropriately intervening when the student is in crisis):
8. Laws (What are the laws impacting decisions about students with disabilities? Describe the procedures (law) required for suspending a student with a disability demonstrating a clear understanding of MDR and its relationship to the FBA/BIP):
9. Benefits of the Plan (How does this BIP encourage the student’s emotional well-being, positive social interactions, and self-determination, independence, self-awareness, self-management, self-control, self-reliance, self-esteem, and self-advocacy?)
10. Culturally Responsive Practices (How does the plan demonstrate an understanding of the student’s language, culture, and family background?):
11. Generalization (How can this plan be carried out in different settings? Emphasize the development, maintenance, and generalization of behavioral skills and teaching the student to adapt to different environments):
12. Progress Monitoring (Data Collection and monitoring of the target and replacement behaviors.What type of data will be collected, when, and by whom? Once the data are collected, how often will the data be monitored and by whom? Based on the data, how often will updates be made to the BIP?):
13. Collaboration & Communication (How will the BIP be commun ...
Preparing Behavioral ObjectivesChapter 3Do Now Activity.docxharrisonhoward80223
Preparing Behavioral Objectives
Chapter 3
Do Now Activity
Go To the Padlet found on this website and answer the question posted about the CEC ethical guidelines
https://padlet.com/smurphy50/njkxhx0bphwy
If they ask for a password: shipweek3
Activity Reading
Identify recent (within the last 10 years) news articles or reports about the controversy surrounding the use of behavior-change procedures. Some keywords you may consider using: "behavior-change procedures", "seclusion", "restraint", "behavior modification". Bring your findings to class. Be prepared to present your findings to your peers, as well as comment on the articles and reports your peers bring.
Objectives
Understand the importance of writing behavioral objectives
Know how to pinpoint and operationally define behaviors
Understand the purpose of establishing goals
Be able to address the four components of objectives and be able to write measurable behavioral objectives
Understand levels of learning and write objectives that address varying levels of response competence
Identify the six elements of a core IEP
Definition
Behavioral Objective: a statement that communicates a proposed change in behavior and describes a level of performance and serves as a basis for evaluation
Describes the behavior that should result from planned instruction/intervention
MUST BE Clear and explicit- anyone reading the objective should be able to understand exactly what a student is working to accomplish
Purpose
Increase communication regarding behavioral objectives
Clarify goals and facilitate communication amongst those involved in the program
A clearly stated target for instruction facilitates effective programming
Ongoing evaluation and measurement enables continuous progress monitoring and allows you to evaluate the effectiveness of programming .
Pinpointing Behavior
refines a broad generalization into specific, observable, measureable behaviors.
Asking a series of questions to get a clear understanding of the targeted behavior
Could you tell me what he does?
When she does that, what does it look like?
What do you want him to do?
Examples
Look at the examples below? What questions could you ask to get pinpoint a behavior?
1. Jessica is disruptive in class.
2. Eric is always off task.
3. John throws tantrums
4. Patti’s work is always a mess.
Pinpointing Behavior
Asking a series of questions will lead to data collection methods and drive interventions.
If more than one targeted behavior is identified listing behaviors by priority is also important.
Least to most interference to the child’s learning or the learning of others.
These questions will help guide the team to a referral if deemed necessary.
Target behaviors defined Educational Goals behavioral objectives
Educational Goals
Statement of annual program intent
Evolve from an accumulation of evaluation information
Objectives should be derived from these goals
Evaluation Data
Formal Sources of Evaluation Data: .
A presentation intended for social designers, social marketers and change agents who want to assist people in learning new behaviors rather than trying to change them.
A presentation describing a Functional Behavior Assessment as a process that identifies specific triggers and functions of problematic behaviors in individuals to help develop effective behavior intervention plans.
Succession “Losers”: What Happens to Executives Passed Over for the CEO Job?
By David F. Larcker, Stephen A. Miles, and Brian Tayan
Stanford Closer Look Series
Overview:
Shareholders pay considerable attention to the choice of executive selected as the new CEO whenever a change in leadership takes place. However, without an inside look at the leading candidates to assume the CEO role, it is difficult for shareholders to tell whether the board has made the correct choice. In this Closer Look, we examine CEO succession events among the largest 100 companies over a ten-year period to determine what happens to the executives who were not selected (i.e., the “succession losers”) and how they perform relative to those who were selected (the “succession winners”).
We ask:
• Are the executives selected for the CEO role really better than those passed over?
• What are the implications for understanding the labor market for executive talent?
• Are differences in performance due to operating conditions or quality of available talent?
• Are boards better at identifying CEO talent than other research generally suggests?
Behavior Intervention Plan (BIP)Student’s Name Student.docxjasoninnes20
Behavior Intervention Plan (BIP)
Student’s Name:
Student’s Date of Birth:
Gender:
Date Plan Developed:
1. Description of Target Behavior (Operationally defined, easily observable and measurable; include examples as well as duration, frequency, and intensity):
2. Hypothesis/Summary Statement of the Function of the Behavior (Developed based on data analyzed from the FBA):
3. Antecedent Modifications (What can be done to support the student and prevent the occurrence of this behavior? What changes can be implemented to create a safe, inclusive, and culturally responsive learning environment that engages the student in meaningful learning activities and social interactions? Describe the modifications in enough detail for them to be implemented):
4. Behavioral Goal (Develop a behavioral goal that includes the condition, student, replacement behavior, criterion, and timeframe):
5. Replacement Behaviors (What new behavior will be taught or what current behavior will be increased that serves the same function as the behavior targeted for reduction and allow the student to achieve the same outcome. How will the replacement behavior be taught to the student? How will the student be rewarded for engaging in the new or emerging behavior in a way that addresses the function of the behavior?):
6. Strategies for Reducing the Target Behavior (What will be the response should the target behavior occur? This response should not maintain the behavior):
7. Crisis Plan (How should others respond if the strategies for reducing the target behavior are not effective or if the target behavior occurs in a manner that jeopardizes the safety of the student or others? Include the procedures for safely and appropriately intervening when the student is in crisis):
8. Laws (What are the laws impacting decisions about students with disabilities? Describe the procedures (law) required for suspending a student with a disability demonstrating a clear understanding of MDR and its relationship to the FBA/BIP):
9. Benefits of the Plan (How does this BIP encourage the student’s emotional well-being, positive social interactions, and self-determination, independence, self-awareness, self-management, self-control, self-reliance, self-esteem, and self-advocacy?)
10. Culturally Responsive Practices (How does the plan demonstrate an understanding of the student’s language, culture, and family background?):
11. Generalization (How can this plan be carried out in different settings? Emphasize the development, maintenance, and generalization of behavioral skills and teaching the student to adapt to different environments):
12. Progress Monitoring (Data Collection and monitoring of the target and replacement behaviors.What type of data will be collected, when, and by whom? Once the data are collected, how often will the data be monitored and by whom? Based on the data, how often will updates be made to the BIP?):
13. Collaboration & Communication (How will the BIP be commun ...
Preparing Behavioral ObjectivesChapter 3Do Now Activity.docxharrisonhoward80223
Preparing Behavioral Objectives
Chapter 3
Do Now Activity
Go To the Padlet found on this website and answer the question posted about the CEC ethical guidelines
https://padlet.com/smurphy50/njkxhx0bphwy
If they ask for a password: shipweek3
Activity Reading
Identify recent (within the last 10 years) news articles or reports about the controversy surrounding the use of behavior-change procedures. Some keywords you may consider using: "behavior-change procedures", "seclusion", "restraint", "behavior modification". Bring your findings to class. Be prepared to present your findings to your peers, as well as comment on the articles and reports your peers bring.
Objectives
Understand the importance of writing behavioral objectives
Know how to pinpoint and operationally define behaviors
Understand the purpose of establishing goals
Be able to address the four components of objectives and be able to write measurable behavioral objectives
Understand levels of learning and write objectives that address varying levels of response competence
Identify the six elements of a core IEP
Definition
Behavioral Objective: a statement that communicates a proposed change in behavior and describes a level of performance and serves as a basis for evaluation
Describes the behavior that should result from planned instruction/intervention
MUST BE Clear and explicit- anyone reading the objective should be able to understand exactly what a student is working to accomplish
Purpose
Increase communication regarding behavioral objectives
Clarify goals and facilitate communication amongst those involved in the program
A clearly stated target for instruction facilitates effective programming
Ongoing evaluation and measurement enables continuous progress monitoring and allows you to evaluate the effectiveness of programming .
Pinpointing Behavior
refines a broad generalization into specific, observable, measureable behaviors.
Asking a series of questions to get a clear understanding of the targeted behavior
Could you tell me what he does?
When she does that, what does it look like?
What do you want him to do?
Examples
Look at the examples below? What questions could you ask to get pinpoint a behavior?
1. Jessica is disruptive in class.
2. Eric is always off task.
3. John throws tantrums
4. Patti’s work is always a mess.
Pinpointing Behavior
Asking a series of questions will lead to data collection methods and drive interventions.
If more than one targeted behavior is identified listing behaviors by priority is also important.
Least to most interference to the child’s learning or the learning of others.
These questions will help guide the team to a referral if deemed necessary.
Target behaviors defined Educational Goals behavioral objectives
Educational Goals
Statement of annual program intent
Evolve from an accumulation of evaluation information
Objectives should be derived from these goals
Evaluation Data
Formal Sources of Evaluation Data: .
A presentation intended for social designers, social marketers and change agents who want to assist people in learning new behaviors rather than trying to change them.
A presentation describing a Functional Behavior Assessment as a process that identifies specific triggers and functions of problematic behaviors in individuals to help develop effective behavior intervention plans.
ImagineCare: Empowering Patients with Behavioral Science and TechnologyLiz Griffith
Mad*Pow's Jamie Thomson, Experience Design Director, and Olga Elizarova, Senior Behavior Change Analyst share their experience and findings from the ImageinCare project.
1. Functional Behavior Assessment Chp. 5- Steps 1-3 “Not to rescue a person from an unhappy organization is to punish him, in that it leaves him in a state of punishment” Don Baer (1970)
5. Human behavior is learned and can be taught by manipulating aspects of the environmental context--Behavior is a function of the environmentSource: Crone , D.A. & Horner, R.H., 2003
6. A Context for Positive Behavior Support A redesign of environments, not the redesign of individuals Plan describes what we will do differently Plan is based on identification of the behavioral function of problem behaviors and the lifestyle goals of an individual
8. Steps for Conducting a FA-BIP Process Define the Challenge/Identify Goals. Gather Information. Generate a hypothesis statement. Build a “Competing Behavior Pathway” to identify possible elements of a Behavior Intervention Plan. Design & Evaluate a Behavioral Intervention Plan. Plan for effective implementation of the Behavior Intervention Plan. Monitor regularly and modify based on observed progress. Adapted from Crone, D.A. and Horner,R.H., 2003
9. Identifying who needs an FBA/BIP Academic/behavior data indicates challenge High intensity or frequency behavior Behavior impedes academic performance Don’t understand behavior Behavior seems to meet need or be reinforcing for student Interventions have not been successful USE DATA Source: Crone, D.A. & Horner, R.H., 2003
10. Step 1: Define the Problem Behavior What does the problem behavior look like? Conduct interviews, review prior incidents & observations across the student’s routine/settings to define the problem behavior. Observable, measurable, concrete language. NON EXAMPLEEXAMPLE poor impulse control high pitched screams angry, hostile, resentful kicking over chairs paying attention completes tasks Estimate how often the problem behavior occurs & how intense the problem behavior is.
11. STEP 2: Gathering Information What sequence of events reliably predicts the problem behavior? Maintaining Consequences: What happens immediately after the problem behavior? What is the child trying to GET or GET AWAY from? Get social attention Get objects/access to activities Get sensory stimulation Avoid aversive task/activity Avoid aversive social contact Avoid aversive sensory stimulation
12. STEP 2: Gathering Information What sequence of events reliably predicts the problem behavior? Antecedent Events (Fast Triggers): Analyze routines in the student’s day to identify… Where, when, with whom the problem behavior occurs? Where, when, with whom desirable behavior is more likely to occur? What events, contexts, demands, tasks, people reliably trigger/precede the behavior?
13. STEP 2: Gathering Information What sequence of events reliably predicts the problem behavior? Setting Events (Slow Triggers ) Events that happen before a request is made. These events may predict a problem could occur? Examples: problems on the bus problems at home before school setting is a nonpreferred subject/class child has a problem at recess
14.
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17. Tools for Complex FBA Systematic and repeated behavioral observations using ABC (antecedent- behavior- consequence) Multiple setting assessment Functional Behavioral Assessment Behavior Support Plan (F-BSP) (accessible from PBIS.org website)
18. Step 3: Generate a Hypothesis Statement A hypothesis statement is a summary statement that describes the team’s best guess about the relationship between the problem behavior and the characteristics of the environment- the specific contexts and the specific function. The goal of which is to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior.