Professional Documents
Culture Documents
1
In July 2013, the California state legislature
repealed regulations regarding behavior
interventions for Special Education Pupils.
Many of the procedural requirements were
removed.
This created the opportunity for RUSD SELPA
to address behavioral challenges using
techniques that are based on research and
that make the most sense for the situation.
2
Federal Special Education law requires that the IEP’s
of students with disabilities include strategies to
address “Behavior Interfering with Learning of Self
or Others.”
3
Includes three tiers of intervention that provide a
graduated sequence of intensifying interventions in
order to match services to student need and allocation
of services.
4
Intensive: Tier 3
High Risk Students
Individual Interventions
3-5% of students
Targeted: Tier 2
SOME At-Risk Students
Small Group & Individual Strategies
10-25% of students
Universal: Tier 1
ALL Students
School/Class-wide systems of support
75-90% of students
5
Classroom and Small Group Strategies,
School-wide Systems of Support (Consult w/
resource personnel, School Psychologist, RSP,
etc.), Reinforcement, Environmental Changes,
Accommodation Planning, Teacher Developed
Behavioral Management System.
6
Treating behavior as a subject to be learned. (see
handout)
7
Unconditional positive regard shown for each student, by all.
8
These interventions are implemented based
on a systematic procedure that identifies
students who are non-responsive to Tier I
interventions.
Individual strategies.
9
Daily report cards.
Mentoring programs.
Self-monitoring systems.
Behavior contracting.
Home/School communication.
Break/Escape card
10
Complete Behavior Analysis/Review
Worksheet (See Handout).
11
For students who did not respond to Tier I or
Tier II interventions.
High-Risk Students
3-5% of students
12
Obtain parent consent via an Assessment Plan
to conduct a Functional Behavior Assessment
(FBA).
13
State and Federal regulations describe two
situations in which a Functional Behavioral
Assessment (FBA) or Behavior Intervention Plan
must be considered and/or developed:
OR
14
Think of a student you work with and target
one of the challenging behaviors you want to
address.
15
Problem Behavior(s):
16
◦ Direct Observation: A-B-C Analysis:
17
Antecedents:
18
Consequences:
19
Communicative Function of the Behavior:
20
Function of
Behavior
To Get To Avoid
Desired
Sensory Object or Sensory
Attention Object or Attention
Input Activity Input
Activity
21
Why Bother?
◦ Effective interventions:
Eliminate the reinforcer that maintains the target
behavior
Promote a new and more efficient replacement
behavior, and
Construct antecedent conditions that encourage the
use of the replacement behavior.
22
Possible indicators:
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Possible indicators of escape/avoidance:
24
Possible indicators of seeking access to a
tangible item are:
25
Possible indicators of seeking sensory input are:
26
Example of Function: Billy
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Example of Function: Dolores
28
Focusing on the student’s facial expression
and the response of others often yields cues
as to what the function of the behavior may
be.
29
A statement of function provides information
relevant to making effective intervention
decisions and clearly communicates the
function of the behavior.
30
Example 1: Statement of Function
31
Example 2: Statement of Function
32
Positive/Replacement Behavior:
33
Think of it as a contract:
◦ The student still gets or rejects
34
Some Examples:
Behavior:
Poking peer with elbow
Outcome:
Removal from group
Alternative behavior:
Hands on table
Outcome:
Teacher praise/sticker
35
Reinforcers:
36
Variety decreases satiation.
37
Let’s complete the Positive Behavior
Intervention Plan!
38
Using information from Behavior
Analysis/Review Worksheet complete first
three sections of the behavior plan.
39
Reduction of Problem Behavior:
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Reduction of Problem Behavior:
◦ Examples:
Environmental changes in how time is structured (e.g.,
reduced number of transitions, decreased demands).
41
Increase of Positive/Replacement Behavior:
◦ See handout.
42
Reinforcement:
43
Reactive Strategies:
Encouraging choice-making.
44
Reactive Strategies:
45
Personnel responsible:
46
IEP Goals:
47
Contact Information:
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