Charting the Cs: Cooperation, Communication and Collaboration. Statewide Professional Development to Support the Workforce and Low Incidence Disability Areas. Charting the Cs Conference 2024. Understanding and Supporting Behavior in Special Education Kelley Foehrkolb, BCBA Behavior Specialist, Northfield Schools Charting the Cs - 2024 Kelley Foehrkolb, BCBA Work: BCBA 8 years, Northfield Schools District Autism Coach, Davenport, Iowa 15+ Years Elem & Secondary Special Education Teacher Variety of programs & settings: ASD, NB, DCD, Resource - Setting 1 - 4 Iowa and Colorado Kelley Foehrkolb, BCBA, cont. Education: Bachelor's degree in Special Education & Elementary Ed University of Northern IA Masters in Special Education Morningside University BCBA Florida Institute of Technology Understanding and Supporting Behavior in Special Education Agenda Foundational Principles of Behavior Setting up the space for success Data collection Foundational Principles of Behavior ABA and Science of Behavior ABC of Behavior & Behavior Trap Reinforcement ABA and Science of Behavior Applied Behavior Analysis Applied Behavior Analysis (ABA) is the study of behavior. Applied Behavior Analysis is a scientific approach for discovering environmental variables that reliably influence socially significant behavior and for developing a technology of behavior change that takes practical advantage of those discoveries (Cooper, Heron & Heward, 2008). ABA changes the environment in order to change the behavior. Applied Behavior Analysis, cont. Operant Conditioning (antecedent, behavior, consequence) vs. Classical Conditioning (Pavlov and the salivating dogs) Newer science -- Developed in the last 70 years… still being developed & researched Facts about ABA Highly researched based best practices Works to decrease dependence on others Focuses on reinforcement, not punishment Manipulate the environment, not the person Not just for autism or special needs Facts about ABA, cont. The “umbrella” or basis for many teaching and intervention strategies Used across all curriculum areas Use it in everyday life STAR, LINKS, Reading and Math Curriculums, etc. AIM curriculum, Safety Care, CPI Prevent, Teach, Reinforce, Self & Match Principles of Learning Theory Contingent use of reinforcement to increase behaviors we want to see increase. Demonstration of the desired behaviors is “rewarded” with positive reinforcement, maintaining high motivation for improvement. Generalization of learned behaviors and skills. What is Behavior? Behavior is… Learned Communication Has a purpose A skill that has not been learned yet Is related to the immediate environment Understanding Behavior BEHVAIOR is EVERYTHING we do… Challenging behaviors are those that are dangerous or that interfere with learning and functioning Desirable behaviors are those we would like to teach and encourage. Changing Behaviors ABC of Behavior and Behavior Trap The A-B-Cs of Behavior A = Antecedent B = Behavior C = Consequence Antecedent  Behavior  Consequence The A-B-Cs of Behavior, cont. A = Antecedent – What happens just BEFORE the behavior we are focused on Focusing on the ANTECEDENT helps prevent the behavior from NEEDING to occur Focus on triggers in the environment Antecedent  Behavior  Consequence The A-B-Cs of Behavior, more… B = Behavior – What the person DOES. Important to know and understand Only the person c Antecedent  Behavior  Consequence The A-B-Cs of Behavior, cont.2 C = Consequence – What happens right AFTER the behavior. We determine the likelihood of what behavior will occur in the future What do you want to see MORE of? Reinforcement! Antecedent  Behavior  Consequence Setting Events Events that happen before the antecedent or trigger for the challenging behavior. It effects the likelihood that a challenge behavior may or may not occur Influence how we respond to student behavior Helps to understand WHY a behavior might be occurring “Plan A” or “Plan B” response Setting Events, cont. Examples: TRAMA Hungry Tired Medication Coffee…or no coffee Sick Argument before school / work The A-B-Cs of Behavior, cont. 3 Example ABC Desired Behavior: Staff ask Tabitha to complete their work, Tabitha then completes the work. When she does, staff give her verbal specific praise. Antecedent  Behavior  Consequence The A-B-Cs of Behavior, cont. 4 Staff ask Tabitha to complete their work, Tabitha then completes the work. When she does, staff give her verbal specific praise. Antecedent Behavior  Consequence Asked to work  Completes Work.  Praise! The A-B-Cs of Behavior, cont. 5 Example ABC Challenging Behavior: When Matthew has nothing to do, he will start to yell. When he starts to yell, staff will talk to him until he is quiet. Antecedent  Behavior  Consequence The A-B-Cs of Behavior, cont. 6 Example ABC Challenging Behavior: When Matthew has nothing to do, he will start to yell. When he starts to yell, staff will talk to him until he is quiet. Antecedent  Behavior  Consequence Bored  Yells  Staff talk to him Behavior Trap When want behavior to stop quickly. We have to be careful… when you can get a challenging behavior to stop quickly, you are often reinforcing something else. When can get caught in a BEHAVIOR TRAP cycle. Behavior Trap, cont. When Matthew has nothing to do, he will start to yell. When he starts to yell, staff will talk to him until he is quiet. Antecedent  Behavior  Consequence Matthew: Staff: Behavior Trap, cont. 2 When Matthew has nothing to do, he will start to yell. When he starts to yell, staff will talk to him until he is quiet. Antecedent  Behavior  Consequence Matthew: Bored  Yells  Staff talk to him Staff: Behavior Trap, cont. 3 When Matthew has nothing to do, he will start to yell. When he starts to yell, staff will talk to him until he is quiet. Antecedent  Behavior  Consequence Matthew: Bored  Yells  Staff talk to him Staff: Student yells  Talk to him  Yelling stops Behavior Trap, cont. 4 When Matthew has nothing to do, he will start to yell. When he starts to yell, staff will talk to him until he is quiet. Antecedent  Behavior  Consequence Matthew: Bored  Yells  Staff talk to him Staff: Student yells  Talk to him  Yelling stops Behavior Trap, cont. 5 Talking to Matthew gets him to stop yelling. It will also lead to more yelling in the future. How do we keep from letting the yelling get worse? What do we need to focus on instead of just stopping the yelling? Antecedent  Behavior  Consequence The Behavior Trap If you find that you are able to QUICKLY stop a challenging behavior - you are probably REINFORCING A DIFFERENT FUNCTION! True and lasting behavior change takes TIME! Research shows that for every YEAR a challenging behavior is in place, it takes ONE MONTH of an intervention run with consistency and fidelity to truly change the behavior. Reinforcement We have said or heard it all... “I’ve tried everything, and nothing works.” “Reinforcement doesn’t work for this kid.” “They should just follow expected behavior.” “We have a great relationship already.” “I should not have to give something special to this kid but not other kids…” “There is no time!” The Solution… For MANY of the students / situations - focusing change on the reinforcement would change the situation with little other intervention! Consequences Antecedent  Behavior  Consequence They happen after the behavior They don’t change what already happened – they change the future likelihood of what will happen May have no effect on whether a behavior is likely to reoccur That is the antecedent… Reinforcement and Punishment Reinforcement will increase the future likelihood of the behavior Punishment will reduce the future likelihood of the behavior Reinforcement, cont. 6 Definition: Adding something (positive) or taking something away (negative) that will increase the likelihood of the desired behavior occurring again! A consequence that strengthens the behavior it follows. Reinforcement The big question…. Is it REALLY reinforcing??? How can we tell? The BEHAVIOR CHANGES! Making Reinforcement Effective Immediate Distinct Descriptive Preferred Varied Making Reinforcement Effective: IMMEDIATE Reinforcement should happen right have the desired behavior you want to increase. Can use a conditioned reinforcement to delay delivery of the main reinforcement Making Reinforcement Effective: DISTINCT Do they know what is their reinforcement? Do they have access to it for “free other times? Why work for something you can get for free? Making Reinforcement Effective: DESCRIPTIVE Tell the person what behavior you are reinforcing! Specific Praise Making Reinforcement Effective: PREFERRED Is what they are working for liked or preferred? Is it worth changing their behavior for? How do you know what they prefer? Making Reinforcement Effective: ARIED Most people don’t like the same thing over and over. Have multiple options and provide them the opportunity to choose – even if they pick the same thing each time. Bribery vs Reinforcement Reinforcement needs to be set up ahead of time, before any behaviors occur, while bribery occurs in the middle of challenging behaviors. Please learn, understand, and teach the difference between bribery and reinforcement. Bribery Bribery, cont. Does it work? Yes – for the short term! What about the long-term pattern you are setting yourself and the student up for? Bribery gets you stuck in a Behavior Trap! Reinforcement, cont. Did the reinforcement work? Yes, by definition reinforcement increases the behavior it follows. Reinforcement following good behavior in the store will increase good behavior in the store. Did it immediately stop the tantrum? No, and it’s not designed to be an immediate stop to challenging behavior. Reinforcement, cont. 2 Does it work? Yes – it increased the behavior it followed! Reinforcement following good behavior in the store will increase future good behavior in the store. What kind of pattern of behavior are you setting up for the future? Reinforcement, cont. 3 Did the challenging behavior stop immediately? No – and it is not designed to do that. It is designed to change the behavior for the long term and replace it with a skill that will help them get what they want/need in the future in a positive way! Bribery graphic Understanding the difference! Student yells when they are denied iPad. Bribery: The student cries when iPad is denied, and work is expected. Staff says, “When you calm down, you can get the iPad”. Behavior Trap: The student cries when denied iPad and work is expected. The staff gives the iPad to the student and to get the student to stop crying. Understanding the difference! Student yells when they are denied iPad. Reinforcement: The student asks for the iPad. Staff says “when you complete your work, you can have the iPad”. The student may still cry, but the iPad is not delivered until the work is completed. Planned Reinforcement: Before giving the student a direction to do their work, staff say “When you finish your work, you get iPad time!”. Student engages in work and then received iPad time immediately after. Setting up the Environment for Success 10 Critical Components Fidelity Checks 10 Critical Components Materials to reference 10 Critical Components for Success in the Special Education Classroom Marcia Rohrer, Nannette Samson Materials to reference, cont. Setting up Classroom Spaces That Support Students with Autism Spectrum Disorders Susan Kabot, Christine Reeve Materials to reference, cont. 2 Quality Program Indicators for Children with Emotional and Behavior Disorders Neel, Cessna, Borock, Bechard Managing the Environment What can we do BEFORE behavior has a chance to occur, within the environment, to help ensure success? Areas we can focus on for managing the environment: Classroom organization Student behavior and academic needs Layout supports learning and needs Emotional climate is safe Schedules CLASSROOM ORGANIZATION Are there predictable classroom routines? Are transitions are able to be accomplished smoothly and efficiently? Are visual cues displayed in the room showing procedures, routines, expectations? Are there predictable classroom routines? Transitions are able to be accomplished smoothly and efficiently Visual cues are displayed in the room showing procedures, routines, expectations PERSONAL ARE ABLE TO MEET STUDENT BEHAVIOR AND ACADEMIC NEEDS Are you able to maintain group instruction? Are you able to provide behavioral management to individuals without too much interference of group or classroom instruction? Is there a variety of materials are available to meet the learning needs of all students? Able to maintain group instruction Able to provide behavioral management to individuals without too much interference of group or classroom instruction Variety of materials are available to meet the learning needs of all students Layout is Intentional and Supports Learning and Behavior Needs Is the environment free from overly distracting stimuli Is seating is arranged for proximity control Does the teacher has easy visual access to all students at all times FREE FROM OVERLY DISTRACTING STIMULI Classrooms can be colorful and decorated but done so they are not over stimulating. Seating is arranged for proximity control Having easy access to students for support, moving around the room, etc. allows for staff to help have classroom management! Teacher has easy visual access to all students at all times Arrangement of furniture assures separate spaces but still allows for visual access to all students at the same time. Examples EMOTIONAL CLIMATE IS SAFE Are interactions between student and teachers are genuine Is Humor used appropriately and effectively Be careful of sarcasm! SCHEDULES ARE DONE INTENTIONALLY Are schedules are arranged to structure students for success? Are schedules are arranged to avoid problematic times and places? ADDITIONAL QUESTIONS TO ASK ABOUT SCHEDULES Where will schedules be stored? Where do extra resources go? Is the break area a safe space? Where are teacher supplies stored? Where are kids waiting to transition out of the room? Where are the plugs and access to a whiteboard/smartboard? Do you have any runners? Where will everyday student supplies go? ADDITIONAL QUESTIONS TO ASK ABOUT SCHEDULES, cont. Will you be cooking or doing other group activities in your classroom? Which centers are loud? Will you have student desks, tables, etc.? Will you have a teacher’s desk? Where will students store personal items? Where will staff store personal items? Where will technology go? Fidelity Checks Fidelity Checks, cont. Fidelity is the degree to which the program is implemented as intended, including quality and consistency of implementation. Fidelity = Consistency and Accuracy Create a system to help create open communication and feedback for teams to increase their opportunities for learning, collaboration and support. Fidelity Checks, cont. 2 Who does a “fidelity check” Administration* Case Manager EAs / Para Educators Support Staff District Staff Fidelity checks can be done weekly, monthly, quarterly. *Fidelity checks are NOT evaluative unless they are clearly designated and determined to be used for that. Fidelity Checks, cont. 3 Fidelity checks are predetermined and regularly applied to ensure that evidence-based practices are integrated and sustained to support the classroom / program. Fidelity Checks, cont. 4 Examples Fidelity Checklist Activity Open the Fidelity Checklist from 10 Critical Components book. How does your classroom currently do? How would others score this? How can you use this with your program? Data Collection Collecting Data Types of Data Collection Critical Components of a Data Sheet Introduction Data collection needs to be an important part of any educational programming We use data collection in our jobs everyday, it is vital that you have a good understanding of what type of measurement strategies are available, and how to properly use them We base decisions of interventions on measurement outcomes and therefore accurate data is key! Get Started! There is a lot of information and data collection can feel overwhelming. You don’t have to do it all but learn from it, pick a spot to start then reference back as you expand and use data to drive your decision-making for students! Don’t wait for the programming to be set and running “perfectly” - start your data collection right away, adjust it as you adjust the programming and USE the data to help you to know how to make the right changes! COLLECTING DATA Link to different data collection videos: ABA Made Simple (YouTube) Reasons for Collecting and Analyzing Data To provide an objective and reliable method of assessing change in learning and behavior. To improve the efficiency and effectiveness of instruction and behavior change reduction Establishes the patterns of the behaviors Legally required for IEPs Reasons for Collecting and Analyzing Data, cont. To document implementation of specific interventions and strategies To provide information for resolving difficulties in making progress To provide a common language for regular and meaningful communication of a student’s progress to other parties (parents, state, medical, etc.) Considerations When Selecting Method of Data Collection What type of skill is being assessed (handwriting, behavior, participation, reading comprehension) How is the IEP goal / objective or curriculum skill written (measurable / observable, criteria for mastery)? Where is the behavior or skill being demonstrated (classroom, sped, specialist, transitions, etc.) Considerations When Selecting Method of Data Collection, cont. Who is available to take the data in a given setting (one-person, multiple support staff, gen ed teacher, EA, etc.)? Will the data collected show the change in behavior? TYPES OF DATA COLLECTION ABC Data ABC DATA COLLECTION Antecedent  Behavior  Consequence ABC data helps to find out more about the challenging behavior. This includes discovering common antecedents that may trigger the behavior to occur, and the consequences that may be maintaining the behavior. ABC DATA COLLECTION, cont. Used in an FBA to write function-based interventions Meant to be SHORT TERM. After this information is analyzed, we need to move on to taking data that is more likely to show effectiveness of interventions. ABC Data Example ABC Data Example, cont. 2 ABC Data Example, cont. 3 Teams can also use a checklist ABC sheet to reduces the amount of writing. Create lists of common antecedents, behaviors and consequences for the program or student. Structured ABC Checklist Example TYPES OF DATA COLLECTION Continuous Measurement Continuous Measurement Procedures Count Rate/Frequency Duration Response Latency Interresponse Time (IRT) Count Count: The number of responses emitted during an observation period. How to measure: A simple tally chart. Tally= occurrence of target behavior Count Data Sheet Example Frequency/Rate Frequency/Rate: A ratio of count per observation time; Often expressed as count per standard unit of time (e.g. per minute, per hour, per day) How to measure: Tally number of occurrences per time of the observation Frequency/Rate Data Sheet Example Frequency Data Sheet (self graphs) **Consider having the student fill this out to also work on Self-monitoring Sample of frequency sheet graphed Duration The amount of time in which a behavior occurs Measured in standard units of time (i.e., minutes, seconds, etc) Important for measuring HOW LONG a target behavior is taking place Duration, cont. Either measure duration in total duration per session or duration per occurrence Total Duration per Session= measuring the amount of time an individual is engaged in a target behavior over a given period of time Duration per Occurrence= Measuring the amount of time that a target behavior occurs Duration Data Sheet Example Duration Data Sheet Example, cont. Duration and Frequency Data Collection Example Duration and Frequency Data Collection Example, cont. What measurement should we use? Measure the impact of a child that is leaving his seat during class Count/Frequency Pro: Count will allow us to know how many times the child left their seat Con: This will not give us a good measure of how much time the child is out of their seat What measurement should we use? Cont. Measure the impact of a child that is leaving his seat during class Duration per Session Pro: Will give us a good idea of how much time the child is spending out of their seat Con: Does not allow us to determine how much time the child is out of their seat per occurrence What measurement should we use? Cont. 2 Measure the impact of a child that is leaving his seat during class Duration per Occurrence Pro: This will allow us to measure repeatability AND Temporal Extent. This will often be preferable as it will present us with the most information Response Latency How much time elapses between a stimulus or antecedent and the initiation of a response A parent telling a child to pick up their toys (antecedent) and measuring how long it takes before the child starts pick the toys up) Response Latency, cont. The time elapsed will be beneficial regardless of if you are wanting to increase or decrease time between a response. For example, you may want to decrease the amount of time between a teacher prompt and a student response, but you may want to increase the time between a parent saying “wait” and the child making the request again. Response Latency, cont. 2 The time elapsed will be beneficial regardless of if you are wanting to increase or decrease time between a response. For example, you may want to decrease the amount of time between a teacher prompt and a student response, but you may want to increase the time between a parent saying “wait” and the child making the request again. Latency Data Sheet Example Interresponse Time (IRT) The amount of time between two consecutive target behaviors Similar method as Latency, but instead of time between prompt and behavior, it is between two occurrences of the same behavior Example: The time elapsed between a child hitting another child in the classroom Interresponse Time (IRT), cont. Examples of when to use IRT: The time elapsed between a child hitting another child in the classroom Bites of food Problems answered on worksheet Checking phone Blurting Interresponse Time (IRT) Data Sheet Example TYPES OF DATA COLLECTION Discontinuous Measurement Discontinuous Measurement Procedures Interval Recording Whole Partial Momentary Time Sampling Trials-to-criterion Interval Recording Also called Time Sampling A method of observing behavior during intervals or at specific moments in time Divide up the observation period into time intervals and then record the presence or absence of the behavior Interval Recording, cont. Measures obtained by these “samples” are suppose to represent the behavior during the entire time period from which the behavior was collected. Interval Recording Example Whole-Interval Recording Typically used to measure continuous behaviors (i.e. playing) or very high-frequency behaviors (i.e., rocking) Typically broken down into 5-10 second intervals where behaviors must occur for the entire interval to be recorded (i.e., child must be at his desk looking at his homework for the entire 5 second interval to be considered “on-task”) Whole-Interval Recording, cont. May underestimate time engaged in a behavior (i.e., would not record a behavior if it occurred for 9 out of 10 seconds) Whole Interval Data Sheet Example *Note that most interval data sheets can be used with whole, partial, and momentary time sampling Whole Interval Data Sheet Example, cont. Partial-Interval Recording Similar to whole-interval recording, but partial-interval recording will record behaviors that take place at ANY time during a set interval May overestimate the occurrence of behavior (i.e., If the behavior only occurred during 1 second of a 10 second interval) Partial-Interval Recording, cont. This may also under-estimate the occurrence of high frequency behavior (i.e., If a person blurts 4 times in a 10 second time-frame) Pro: An observer is able to record several behaviors at once Partial-Interval Data Sheet Example Partial Interval Data Sheet Example Momentary-Time Sampling Measuring whether or not a behavior is taking place at the end of a given interval of time An advantage is that an observer does not need to constantly observe the individual as with whole- and partial-interval recording A disadvantage is that a great deal of behavior will be missed Momentary-Time Sampling, cont. Typically, Momentary Time Sampling is used to measure continuous behaviors (i.e., engagement in particular activities) Momentary Time Sampling should not be utilized when examining low-frequency behaviors Momentary-Time Sampling, cont. 2 Should not have intervals over 2 minutes in length. When intervals get too long, the data does not correspond with other methods of behavioral observation Momentary-Time Sampling Data Sheet Example Planned Activity Check Similar to momentary-time sampling, but with a group Used to measure group behavior Great method to track class management interventions Uses a head count at the end of each time interval E.g., The number of students scored on-task while completing a reading assignment. Planned Activity Check Sample Trials-to-Criterion The number of response opportunities that an individual needs in order to achieve a predetermined level of performance (i.e., how many trials does it take for a student to learn to tie their shoe) Can be reported as individual trials or by blocks of trials (i.e., how many blocks of 10 presentations did it take for a child to score 100% on a test) Trials-to-Criterion, cont. Can also be used to measure a child’s acquisition of a new skills (i.e., how many trials to teach the color red compared to subsequent trials to teach new colors Trials-to-Criterion Data Sheet Example With this example, if you set mastery criteria at independent response 80% of trials over three consecutive days, you can easily count number of trials it took to get to mastery. The goal would be that as they learn the concept of “matching familiar objects” the trials-to-criteria would decrease with new responses. Data Sheet Example, cont. PERMANENT PRODUCT Permanent-Product Recording Measuring a behavior after is has occurred by measuring the effects that the behavior produced on the environment. Does not refer to any particular measurement method or procedure Helpful when real-time measurement is hard to obtain by the teacher/practitioner or is not needed. Permanent-Product Recording, cont. Can include natural or contrived outcomes Natural examples: written spelling words, Math test grade, picking up trash, broken pencil, etc. Contrived examples: video or audio tapes for oral read-aloud, taking pictures of block constructions Permanent-Product Data Sheet Example Permanent Product Data Sheet Example Filled Out Choosing a Data Collection Method CRITICAL DATA SHEET COMPONENTS Critical Data Sheet Components, cont. Student Name Directions Definitions Staff Initials Clear Time Frame Data collection space Data Sheet Directions Each data sheet need to have SIMPLE and CLEAR directions written on the paper. These directions make it clear to anyone who needs to use the sheet the expectations for why and how to use the sheet. Don’t assume everyone knows what to do! Definitions An operational definition of behavior or a skill describes what the behavior or skill looks like in a way that is observable, measurable, and repeatable. A definition of behavior should include 4 elements: Label Definition Examples Non-Examples Can 2 or more observes the student’s behavior and agree when it is occurring and not occurring? Staff Initials Recommendation: having a place for staff to indicate WHO is filling out the data sheet during designated times. Can use this to add in analyzing another factor that might be affecting behavior Helps to know staff that may need support for how / what data is being collected Great to know who is following through with expectations and allows you to provide reinforcement to them! Clear Time Frames Make sure that it is clear when data is collected and where that should be put on the data sheet. Can break it down by: Classes Set intervals Location Day of the week etc... Sample Data Sheets Student Name Directions Definitions Staff Initials Clear Time Frame Data collection space Sample Data Sheets, cont. Student Name Directions Definitions Staff Initials Clear Time Frame Data collection space Collection Consideration Guide Created a consideration guide for setting up data collection Use this to think about all the “what ifs” as you develop data collection Not all things will be necessary or relevant to you Collection Consideration Guide, cont. Reach out with any questions! Kelley Foehrkolb kfoerhkolb@northfieldschools.org