Behavior Management Principles and Practices of Positive Behavi.docx

Behavior Management: Principles and Practices of Positive
Behavior Supports
Fourth Edition
Chapter 9
Using Reinforcement to Increase Appropriate Behavior
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Learning Objectives
9.1 Define and discuss reinforcement
9.2 Describe positive and negative reinforcement
9.3 Identify and describe classes of positive reinforcement
9.4 Discuss the principles of effective reinforcement
9.5 List and describe methods for using positive reinforcement
within learning environments, including naturally occurring
reinforcers and how the use of reinforcement relates to P B I S
9.6 Describe the applications of reinforcement programs within
the classroom such as group contingencies
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Key Terms (1 of 2)

Chaining
Classes of Reinforcers
Establishing Operations
Fading
Interval Schedules
Naturally Occurring Reinforcers
Negative Reinforcement
Positive Reinforcement
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Key Terms (2 of 2)
Ratio Schedules
Reinforcement
Shaping
Stimulus Control
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What is Reinforcement?
Consequence that follows a behavior and that strengthens it
Delivery of consequence must maintain or increase rate,
frequency, duration, and/or intensity of behavior
Can occur naturally or be planned
Reinforcement history is developed through life experiences
that shape what an individual thinks is reinforcing
Effective reinforcements are individualized and catered to
individual preferences
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Positive Reinforcement
Presentation of stimulus increases probability of occurrence of

future behavior
Widely used in classroom settings and other learning
environments
Includes verbal praise, smiles, teacher proximity, access to
preferred activities, and choice
Must be individualized and valued by individual to be effective
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Negative Reinforcement
Occurrence of target behavior is followed by removal of
aversive stimulus, resulting in increase in target behavior
Often misunderstood to be a punishment
Strengthens probability of target behavior
Can also include avoidance behavior
Solution
s include altering task demands that would promote
participation, teaching alternative skills to address deficiencies,
and using positive reinforcement
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Selection of Reinforcers (1 of 2)
Reinforcers work best when they are paired
Can be classified in the following ways:

Edibles (food and drink preferences)
Activity (enjoyed by individual)
Tangibles (toys, clothing, notebooks)
Social (praise, conversation, eye contact)
Tokens (exchange for specific reinforce)
Naturally Occurring (not formally defined)
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Selection of Reinforcers (2 of 2)
When identifying reinforcers consider:
Asking parents/family what learner enjoys
Asking learner what he/she enjoys most
Providing learner with choice
Performing review of successful reinforcers
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Principles of Effective Reinforcement
Reinforcement must be contingent and immediate
Establishing operations will increase value of reinforce
Intensity of reinforce will result in more effective outcomes
Quality of reinforce will also determine effectiveness

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Using Positive Reinforcement within Learning Environments (1
of 5)
Continuous reinforcement occurs when a target response is
reinforced following occurrence
Skill acquisition stage of learning is best time for continuous
reinforcement
Intermittent reinforcement occurs every second or third time
until natural reinforcement is enough
Fluency and maintenance building stages of learning are best
for intermittent reinforcement
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of 5)
Intermittent reinforcement schedules can include fixed interval,
variable interval, fixed ration, and variable ratio
Interval schedules connect to period of time
Ratio intervals connect to average number of responses
Shaping can be used in new skill development and focuses on

successive approximations of target behavior
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of 5)
Chaining can also be used in new skill development and focuses
on entire skill or behavior
Chaining can be divided into three methods: total task
presentation, backward chaining, and forward chaining
Total task presentation allows students to attempt each step in
task analysis from beginning to end
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of 5)
Backward chaining teaches a task beginning with last step and
going in descending order
Forward chaining teaches a task from beginning step to last step
Stimulus control involves a student successfully discriminating
antecedent stimulus and responding in an appropriate way
Fading systematically removes instructional prompts so

behavior occurs naturally
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of 5)
Prompting is a teaching method designed to provide
instructional support to learner
Time delay prompts allow 3-5 second time delays to give
learner time to respond before next prompting level
Time delay prompts can be constant or progressive
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Applications of Classroom-Wide Reinforcement Programs
Token Economy Program-most prevalent in serving learners
with behavioral or emotional disorders
Team-Based Models of Reinforcement-students are assigned to
teams and compete for points
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Using Positive Reinforcement within the P B I S Model
S W P B I S is built around transforming the school culture to
develop positive environments to allow students to learn and
grow
Positive reinforcement is used to promote targeted behavior
expectations
This can be implemented on a schoolwide and individual basis
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Copyright
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Behavior Supports
Fourth Edition
Chapter 4
Prevention Through Effective Instruction

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Learning Objectives
4.1 Understand the relationship between setting events and
antecedents and antecedents and the importance of preventing
challenging behavior through effective instruction
4.2 Describe how to identify probable antecedents or “triggers”
related to challenging behavior
4.3 Identify and describe how to prevent challenging behavior
through effective instructional approaches
4.4 List and describe effective instructional strategies such as
engineering supportive learning environments, managing
instructional antecedents, and R t I (Response-to-Intervention)
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Key Terms
A-B-C Recording
Antecedents (triggers)
Direct Assessment
Engineering Learning Environments
Universal Design
Functional Behavior Assessment (F B A)
Indirect Assessment
Interval Recording
Scatter-Plot Analysis
Setting Events
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Prevention of Challenging Behavior through the Modification of
Antecedents (1 of 2)
Understanding antecedents or triggers and how they are
associated with a challenging behavior can help us identify
interventions to prevent the behavior
Interventions can range from differentiating instructional
practices or modifying the learning environment

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Prevention of Challenging Behavior through the Modification of
Antecedents (2 of 2)
Environmental variables such as seating, noise level, and room
temperature can impact how learners respond
Changing the way that instructional materials are presented,
scheduled, and arranged can also impact learner’s behavior and
performance
R t I requires differentiating instruction for students at risk for
academic failure
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Engineering Learning Environments
Engineering learning environments is a mainstay of P B I S and
includes:
Emphasizing enriching lifestyles or quality of life for
individuals
Promoting opportunities for choice
Social inclusion in educational and community settings
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Schoolwide Positive Behavior Interventions and Supports
Have encouraged school systems to practice self-examination
Focused energies on understanding how learning and
educational environments can positively affect student behavior
and learning from individuals and group perspective
Broadened understanding of how to address problem behaviors
before they begin
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3 Strata of Schoolwide Behavior Supports
Primary Prevention-includes 80-90% of students who do not
experience serious behavior problems
Secondary Prevention-includes 5-15% of students who are at-
risk for problem behaviors
Tertiary Prevention-includes 1-7% of students who have chronic
and intense levels of problem behaviors (Sugai et al., 2000)
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Designing Optimal Learning Environments
Can include a change of seating, lighting, modulating noise in

the classroom, and changing classroom or teacher to facilitate a
better fit between teacher and instructor
Manipulate environment to increase probability of success and
minimizing likelihood of failure
Activity schedules to communicate instructional demands
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Environmental Intervention Strategies (1 of 2)
Occurrence of challenging behavior can be linked to
environmental factors such as overcrowding, noise, or even
room temperature
Challenging behaviors are frequently caused by a combination
of skill limitations on the part of the learner coupled with an
insensitivity in the environment
“See the Big picture before you arrive at judgement”
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Environmental Intervention Strategies (2 of 2)
Is the environment pleasant?
Are environmental cues clear and consistent?

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Instructional Intervention Strategies
Challenging behaviors can results from an interaction between
instructional demands and a lack of congruence with the
learning styles and abilities of the student
The 2004 Reauthorization of I D E A and No Child Left Behind
were identified to assist in identifying learners with disabilities
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2 Major Classes of Learning Problems
Skills Deficits- Insufficient level of skills needed to perform a
desired task
Motivation Problems-Lack of desire to attempt performance
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Pre-Instructional Considerations
What learning strengths does the learner have that can be
emphasized in the development of successful instructional
formats?

Are there successful teaching and response formats that have
been used in the past?
What is the age of the learner and what learning difficulties or
disabilities are present?
What are the preferred activities of the learner?
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Modifying Instructional Antecedents (Task Design)
Make tasks relevant to the learner
Match tasks to the learner’s abilities
Build opportunities for choice
Determine the appropriate length of activities
Vary activities within the classroom
Use classroom and individual schedules
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Modifying Instructional Antecedents (Task Presentation)
Use of clear and consistent cues
Use embedded cues within the task
Interspersed requesting
Systematic instruction

Use of naturally occurring reinforcers
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Quality of Life Enrichment Indicators
Emotional Well-Being
Interpersonal Relations
Material Well-Being
Personal Development
Physical Well-Being
Self-Determination
Social Inclusion
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Setting Events, Antecedents, and Behavior
All behaviors are influenced by antecedents
Antecedents are also referred to as discriminative stimuli
Setting events are broad contexts that alter antecedent-behavior
relationships and set the stage for problem behaviors to occur
These setting events can be biological, environmental, and
social or interpersonal

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Assessment of Antecedents
Structured Interviews
Behavior Rating Scales
Observational Methods
Scatter-Plot Analysis
A-B-C Recording
Interval Recording
Structural Analysis
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Copyright
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Behavior Supports

Fourth Edition
Chapter 3
Ensuring Ethical Practices in the Delivery of Positive Behavior
Supports
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Learning Objectives
3.1 Define ethics and ethical conduct
3.2 List and describe the nine organizing themes for
understanding ethical practices
3.3 Understand accepted standards of ethical conduct
3.4 Understand the unique position of positive behavior
supports within an ethical framework
3.5 Evaluate the extent to which behavior interventions are

consistent with ethical standards of conduct
3.6 Compare and contrast different professional organizations’
standards for ethical conduct
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Key Terms
Ethical Conduct
Ethics
Organizing Themes
Principles
Quality of Life
Standards
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Nine Organizing Themes for Understanding Ethical Practice (1
of 3)
Each student as an individual human being has worth and
dignity, despite the nature or severity of his troubling behavior.
The behavior of children and youth (challenging and otherwise)
always reflects a need. People respond out of need, and all
behavior serves a function.

Systematic and thoughtful management of learning
environments and understanding of individual differences and
uniqueness will serve to prevent some challenging behaviors.
And early intervention will serve to prevent or lessen the
severity of many challenging behaviors.
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of 3)
Families, children, and youth should be central to all aspects of
P B S, including active participation in planning, implementing,
and evaluating interventions.
The uniqueness of children and youth, as reflected by their
family’s diversity (race, ethnicity, religion, and culture) should
be taken into account in understanding behavior and responding
to challenging behavior.
Natural environments and inclusive settings are desirable for
children and youth with troubling and challenging behavior, but
school personnel must assume ownership in those settings, and a
full continuum of services and settings should be available.
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of 3)
Natural and logically occurring consequences are preferable to
extraneous and contrived reward systems, in order to foster self-
discipline, independence, and self-determination.
Behavior interventions should be positive and should not
include corporal punishment or other punitive measures.
Actions taken by professionals to either suppress undesirable
behavior or to foster desired behavior of children and youth
should be associated with meaningful and functional attitudes
and skills and should be positively related to quality of life.
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Codes, Standards, and Principles of Professional Groups
National Education Association (N E A)
Learning First Alliance
The Council for Exceptional Children (C E C)
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Prevention and Early Intervention

National Association for the Education of Young Children (N A
E Y C)
The Division for Early Childhood (D E C) of the Council for
Exceptional Children
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Summary of Ethical Codes, Standards, and Principles
It is important to understand the broader context of ethics in
education and the place of prevention and intervention for
challenging behaviors in that context.
In the future as special education and general education systems
continue to unify with regard to reform, the revisions and
further development of ethical codes will be more inclusive of
varied constituencies.
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P B I S and Ethical Standards and Practices
Historical views of applied behavior analysis and ethical
practices

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P B I S, Ethical Standards, and Practice: Nine Organizing
Themes
Individual Worth and Dignity
Behavior Reflects a Need
Prevention and Early Intervention
Family Partnerships
Family Diversity
Natural Environments and Inclusive Settings
Natural and Logically Occurring Consequences
Being Positive Rather Than Punitive
Functionality and Quality of Life
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P B I S Standards of Practice
Standard I – Foundations of P B S
Standard I I – Collaboration and Team Building
Standard I I I – Basic Principles of Behavior
Standard I V – Data-Based Decision-Making
Standard V – Comprehensive Person Centered and Functional
Behavior Assessments
Standard V I – Development and Implementation of

Comprehensive, Multi-Element Behavior Support Plans
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Copyright
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Behavior Supports
Fourth Edition
Chapter 2
Partnering with Families
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Learning Objectives (1 of 2)
2.1 Describe how education reform has affected the partnerships
between families and professionals, and how education reforms
are relevant to positive behavioral interventions and supports (P
B I S).
2.2 List and describe the six types of involvement from
Epstein’s model of family–professional partnerships.
2.3 Discuss the historical and current roles of families through
special education.
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Learning Objectives (2 of 2)
2.4 Delineate the legislative mandate for partnerships and
parent involvement.
2.5 Define and differentiate among the terms partnership,
empowerment, collaboration, parent involvement, and family-
centered supports and services.
2.6 Describe and provide examples of the desired roles of

families in the development, implementation, and evaluation of
P B I S.
2.7 Summarize research literature that supports the roles of
parents and families related to P B I S.
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Key Terms (1 of 2)
Alliance
Behavioral Interventions and Supports
Collaboration
Empowerment
Family-Centered Support
Intervention
No Child Left Behind
Parent Involvement and Participation
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Key Terms (2 of 2)
Partnership
Reform
Response to Intervention (R t I)

Special Education Principles
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The Nature of Families and Partnerships in Education (1 of 2)
A partnership is characterized by a sense of sharing and
common purpose, a close, cooperative working relationship, and
a reasonable balance of rights and responsibilities between two
parties.
A common assumption in education is that parent and family
involvement is critical and the best predictor of academic
success for children and youth in school.
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The Nature of Families and Partnerships in Education (2 of 2)
Families are becoming more diverse in structure and function.
The relationships between parents and other family members
and various educational environments and professionals have
evolved over the years.
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Education Reform and Families
The term “reform” suggests that actions are taken to improve
the form or condition of something and to put an end to
ineffectiveness.
Reform efforts hopefully are driven by empirical evidence and
systematic deliberations along with the wishes and needs of
consumers.
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General Education Reform
Epstein’s six types of involvement
Type 1: Basic obligations of families for parenting
Type 2: Basic obligations of schools for communicating
Type 3: Involvement at school through volunteering
Type 4: Involvement in learning activities at home
Type 5: Involvement in decision making and leadership roles
Type 6: Collaborations and exchanges with the community
Source: Epstein, J. L., Coates, L., Salinas, K. C., Sanders, M.
G., & Simon, B. S. (1997). School, family, and community
partnerships: Your handbook for action. Thousand Oaks, C A:
Corwin Press.

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Special Education Reform
Historical roles of parents in special education have changed.
Relationship between reform and partnerships has been
reciprocal.
Legislation has been the foundation for the establishment and
refinement of the family-professional partnerships in special
education.
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Historical Roles of Parents in Special Education
Parents as the Source 1880–1960
Parents as Organization Members 1930s–Present
Parents as Service Developers 1950s–1960s
Parents as Recipients of Professional Decisions 1960s–1970s
Parents as Teachers 1960s–1980s
Parents as Political Advocates 1970–Present
Parents as Educational Decision Makers 1975–Present
Families as Partners and Educational Decision Makers 1990s–
Present

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Legislative Influence
Pennsylvania Association for Retarded Citizens (P A R
C)(1972)
Mills v. Board of Education of the District of Columbia (1972)
P.L. 94-142, the Education for All Handicapped Children Act (E
A H C A) (1975)
P.L. 99-372, The Handicapped Children’s Protection Act (1986)
P.L. 99-457, the Education of the Handicapped Amendments of
1986
P.L. 101-476, the Individuals with Disabilities Education Act (I
D E A) (1990)
P.L. 105-17, the Individuals with Disabilities Education Act
Amendments of 1997
I D E A Reauthorization of 2004
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The Parent Participation Principle
Principle Six – Parent Participation
Addresses parents’ rights to have access to the records of their
children as well as control of others’ access to their records

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Unified Systems Reform
Movement to restructure schooling and education to merge
special education and general education
Has focused attention on the educational needs of all children
Has blurred the lines between children who have disabilities and
their age peers and classmates who do not have disabilities
Has been suggested (Kleinhammer-Tramill & Gallagher, 2002)
that the National Goals 2000 legislation was the point at which
the general education and special education converged
Has incorporated N C L B and R t I Initiatives
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Building Reliable Alliances
Family-centeredness
Parent involvement and participation
Partnership
Collaboration
Empowerment
Reliable alliance

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Parents and Special Education: The Paradigm Shift
Parent Contribution Helpful in a Limited Way
Active Participation of Parents Subject to Professional
Direction
Professional-Family Partnership
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Positive Behavior Interventions and Supports and the Family-
Professional Partnership
I D E A Guidance
The law mandates that positive behavior supports and
interventions be provided when appropriate, and it stresses the
importance of a team approach, in which parents are partners
with educators and other professionals.
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Positive Behavior Supports and the Parent-Professional

Partnership
The Behavior Support Team
The central substantive participation of family members on the
team is how a reliable alliance, partnership, and collaboration
are manifest.
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Copyright
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