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Overcoming Behavioral Roadblocks in Speech-Language Intervention
The document discusses strategies for overcoming behavioral challenges in speech-language intervention, specifically addressing the co-occurrence of communication disorders and behavioral issues in children. It emphasizes the importance of understanding the function of behaviors and implementing reinforcement-based plans, preference assessments, and generalization strategies to improve outcomes. The presentation includes various case studies, intervention techniques, and references for further learning on this topic.
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Overcoming Behavioral Roadblocks in Speech-Language Intervention
- 1. Copyright © 2014 Bilinguistics, Inc. All Rights Reserved. Overcoming Behavioral Roadblocks inSpeech-Language Intervention PatriciaVillarreal, M.S., CCC-SLP Ellen Kester, Ph.D., CCC-SLP Texas Speech‐Language Hearing Association Convention March 21, 2015 San Antonio, TX
- 2. Co‐occurrence of communication disorders and behavior Studies indicate thatbetween 1.5% and 11% of children with communication disorder also have significant behavior issues Copyright © 2014 Bilinguistics, Inc. All Rights Reserved.
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- 20. ABC log Date: Time: ActivityAntecedent Exact Behavior Consequence Student Reaction Student: Target Behavior: Copyright © 2014 Bilinguistics, Inc. All Rights Reserved.
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- 25. Single Item Preference Assessment 1. Present objects or activities one by one 2. Present each item several times in random order 3.Record how long the person engages with each object or activity Item Time Rocking horse 3 s Princess book 15 s Rocking horse 0 s Barbie 10 s Princess book 15 s Barbie 5 s Copyright © 2014 Bilinguistics, Inc. All Rights Reserved.
- 26. Pairwise Preference Assessment Procedure: 1. Present two items 2. Child selects item 3.Remove other item 4. Present next two items until every item is paired 5. Count and rank order Pairing Selected chip and cheese cheese cracker and chip cracker cheese and cracker cheese Example: Order of Preference: 1. cheese 2. cracker 3. chip Copyright © 2014 Bilinguistics, Inc. All Rights Reserved.
- 27. Helpful Hints for preference assessment • Food assessments separate from toys/activities • Limit access to preferred objects/activities •Rotate and vary reinforcers • Pair reinforcers with praise and social interaction (pat on the back, tickle, high five, “great!”) Copyright © 2014 Bilinguistics, Inc. All Rights Reserved.
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- 30. Reinforcement‐Based Plans 1. Differential Reinforcement of Other Behavior (DRO) 2. Differential Reinforcement of Incompatible Behavior (DRI) 3.Reinforcement of Skills Acquisition (PRT) Copyright © 2014 Bilinguistics, Inc. All Rights Reserved.
- 31. Skills Acquisition • Compliance Training (Discrete Trial Training) • Self‐management •Differential reinforcement of communicative behavior (DRC) • Functional independence training Copyright © 2014 Bilinguistics, Inc. All Rights Reserved.
- 32. Stimulus‐Based Plans 1. Introduce factors that control low rates of behavior problems. 2. Modifyfactors that control high rates of behavior problems. 3. Embed Stimuli that control high rates of behavior problems among those that control low rates of behavior problems 4. Modify curriculum associated with behavior problems 5. Improve upon context‐dependent behaviors Copyright © 2014 Bilinguistics, Inc. All Rights Reserved.
- 33. Evaluate the effect of changes Begin a Behavior Intervention Plan (BIP) • One variable at a time • Continuously review effectiveness of BIP •Adjust as necessary Copyright © 2014 Bilinguistics, Inc. All Rights Reserved.
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- 35. Data Collection Examples Function Undesired BehaviorReinforced by: Replaced with: Gain attention Hits Being told “no” “Play with me” Access a toy Screams and cries Being given the toy “I want X” Sensory stimulation Pokes his eye Effect on vision Kaleidoscope Escape instruction Distracting classmates Time out “I need help” Avoid pain from ear infection Head banging Relief of ear pain Pharmacological Intervention *Examples cited from: Carr, E., et al. (1990) Copyright © 2014 Bilinguistics, Inc. All Rights Reserved.
- 36. Case Study • What is the function of his behavior? • 14 year old boy diagnosed with Intellectual disability •High levels of aggression towards others (scratching, hitting, kicking, biting) • Aggressive when demands are made Copyright © 2014 Bilinguistics, Inc. All Rights Reserved.
- 37. Results • Eight one hour sessions • Continuing demands in spite of aggressive acts 1‐2 acts per session • Allowed to escape instruction contingent on aggression 1625 aggressive acts per session Copyright © 2014 Bilinguistics, Inc. All Rights Reserved.
- 38. Intervention without functional analysis… 1st case: Boy with autism who bites himself DRO implemented: Glass of juice Result: Problem is exacerbated Why?: Bites when he has to urinate 2ndcase: Girl with ID who screams. DRI implemented: Sing Result: No change in behavior Why?: Screams when frustrated during work time Copyright © 2014 Bilinguistics, Inc. All Rights Reserved.
- 39. Generalization • Fade tangible with naturalistic reinforcers • Gradually increase intervals •Use intermittent intervals when transitioning • Wait to fade or transition until child is at least 80% successful • Teach the approach in all settings Copyright © 2014 Bilinguistics, Inc. All Rights Reserved.
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- 42. References • Bopp, K., Brown, K., Mirenda, P. (2004). Speech‐language pathologists’ roles in the delivery of positive behavior support for individuals with developmental disabilities. American Journal of Speech‐Language Pathology Vol. 13 p. 5‐19 • Carter, D. R., & Horner, R. H. (2007). Adding function‐based behavioral support to First Step to Success: Combining manualizedand function‐based interventions. Journal of Positive Behavior Interventions, 9, 4, 229‐38. • Durand, V. M., & Merges, E. (2001). Functional communication training: A contemporary behavior analytic technique for problem behavior. Focus on Autism and Other Developmental Disabilities, 16, 110–119. • Filter, K. J., and R. H. Horner. "Functionally‐indicated academic interventions for problem behavior." Journal of Positive Behavior Interventions (2006). • Ingram, K., Lewis‐Palmer, T., & Sugai, G. (2005). Function‐based intervention planning: Comparing the effectiveness of FBA function‐based and non‐function‐based intervention plans. Journal of Positive Behavior Interventions, 7, 224‐236. • Jensen, Eric. (2000). Brain‐Based Learning. Alexandra, Virginia. Thousand Oaks, California: Corwin Press. • March, R. E., & Horner, R. H. (2002). Feasibility and contributions of functional behavioral assessment in schools. Journal of Emotional and Behavioral Disorders, 10, 158‐170. • McIntosh, K., Campbell, A. L., Carter, D. R. and Dickey, C. R. (2009). Differential Effects of a Tier Two Behavior Intervention Based on Function of Problem Behavior. Journal of Positive Behavior Interventions, 11, 2, 82‐97. • Morgan, S. B., & Coffman, M. (2013). Developing quality FBAs that lead to effective BIPs. Presentation at the Texas Council of Administrators in Special Education Annual Meeting. Austin, TX., • Newcomer, L. L., & Lewis, T. J. (2004). Functional behavioral assessment: An investigation of assessment reliability and effectiveness of function‐based interventions. Journal of Emotional and Behavioral Disorders, 12, 168‐181. • Skinner, B.F. (1938). The behavior of organisms: An experimental analysis. • Carr, E., Robinson, S., Taylor, J., Carlson, J. (1990). Positive Approaches to the Treatment of Severe Behavior Problems in Persons with Developmental Disabilities: A Review and Analysis of Reinforcement and Stimulus‐Based Procedures. Copyright © 2014 Bilinguistics, Inc. All Rights Reserved.