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Developing Individual Behavior Change Plans

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M Johnson

on 9 October 2013

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Transcript of Developing Individual Behavior Change Plans

Developing Individual Behavior Change Plans
-Chapter 10-

Response or Behavior?
Student not aware of amount of unproductive behavior.
Behavior changes can typically generalize.
Used in all settings.
Typically, no other reinforcement needed (sharing of information).
The Goals of the Chapter:
Matt Johnson & Patrick Calvin
You will know...

1. The key concepts in using behavior management to positively influence students' behavior.

2. How to conduct a F.B.A. to determine why a student is demonstrating behaviors that disrupt his or her learning and/or the learning of others.

3. How to develop a B.I.P to assist a student in developing specific skills that will help him or her demonstrate more responsible behavior.

4. How to work with a team of colleagues to develop such a behavior plan.
1. Response vs. Behavior
2. Personal Reflection - how can we change?
3. New Behavior Skills
5. Time for an F.B.A.
6. B.I.P. on the Radar
7. Working with the team

1. The act of responding.
2. A reply or answer.
3. A reaction, as that of an organism or a
mechanism, to a specific stimulus.
* Students may RESPOND to certain stimuli in the classroom, but is it a behavior?
2. a. The actions or reactions of a person or
animal in response to external or internal
b. One of these actions or reactions
1. The manner in which one behaves.
3. The manner in which something functions or operates.
*How do we distinguish between the two?
Behaviors serve a PURPOSE. Virtually all that we do is done because we believe it will provide us with something WE WANT.
Take Time to Reflect
Is the student's learning environment set up for his or her success?
Got Skills?
Have we taught the student appropriate social skills that could help with his or her behavior?
Are you sure?
"Employing behavioristic interventions to manipulate students into behaving docilely in an environment that does not meet their personal psychological and academic needs is unprofessional."
-Jones & Jones (p. 346)
Try One of These FIRST!
Social Skills Training
1. Student must be able to identify behavior.
2. Method to tally data.
3. Implement in a short, appropriate time frame.
4. Assess progress with student (report results).
5. Reinforcement, if needed.
Teach response to frustration
Self-talk and alternative methods to dealing with problems
Social Skills Training
A student may lack the skills needed to handle certain situations. We can replace negative responses with positive behaviors.
1. Identify replacement behavior
2. Adult model or demonstration, role play
3. Student practice, including in similar situational settings.
4. Attempt new skill and report results
5. Reward
Travel cards
Social Reinforcement
Activity Reinforcement
Token Reinforcement
Activity Curtailment
Group Contracts
What do we do when a student's BEHAVIOR continually disrupts the class, our strategies did not work, and we need the student to join the positive environment?
Functional Behavior Assessment
A F.B.A. Includes:
1. Functional Assessment

2.Positive Behavior Change Plan

3. Implementation of Plan

4. Ongoing Monitoring and Adjustment of Plan
The F.B.A. Should Answer:
1. Antecedents and consequences

2. Functions the behavior serves for the student

3. Environmental changes to change student behavior

4. Replacement behaviors to teach
Keep It Scientific!
2. Behavior change programs must focus on specific, observable behaviors.
1. Behavior is influenced by antecedents and consequences.
Create Your Own Data Sheet
1. Jack gets out of his seat up to ten times per class period. His out of seat behavior is causing him to fall behind and it disrupts the whole class. How could you determine how much actual class time Jack misses while out of seat?
2. Molly calls out during class. She shouts right and wrong answers, jokes, vulgarities, and sometimes carries out conversations across the room. You would like to know how often Molly calls out during a class period.
3. Rupert has emotional and anger issues. He acts aggressive toward you and other students. He has been known to get physical with students as well. He specifically hits one student, Anthony, more than others. You must determine what is occuring directly before this behavior so you can prevent the behavior in the future.
3. Data collection is necessary for altering behavior thoughtfully and systematically.
Developing a Positive Behavior Change Plan
1. Determine the specific student behaviors that need to be changed.

2. Conduct a functional behavior assessment.

3. Determine changes that need to be made in the school environment in order to support the student.

4. Determine the strategies to be used to assist the student in developing new behavioral skills.

5. Assign responsibility to staff for implementing each intervention.

6. Determine the data to be collected for the purpose of assessing the effectiveness of interventions.

7. Set a date to review the program.

Team Work
*Utilize others to develop a plan*
Multiple teachers
School Psychologist
Benefits of Family Involvement
1. Knowledge of child's history and what is going on in their life.
2. Knowledge of strengths, interests, needs, and skills.
3. Most useful strategies working with behaviors at home.
4. Knowledge of key support and resources in child's life.
5. Knowledge of ongoing "stressors" that may impact school life.
1. Be proactive. Create a safe community from day one.
2. Don't be preemptive. Reflect. Be sure the student's needs are met before moving forward with the behavior process.
3. Try new behaviors. Contracts. Skills Training.
4. DATA...DATA...and more DATA needed for...
5. Functional Behavior Assessments and Behavior Intervention Plans.
6. Utilize a team and parent resources.
Functional Assessment
Examine your classroom management.
Collect data on the undesirable behavior.
Use multiple techniques to gather data.
What can we tweak?
Functional Behavior Assessment
2.Positive Behavior Change Plan

3. Implementation of Plan

4. Ongoing Monitoring and Adjustment of Plan
1. Functional Assessment
Full transcript