POSITIVE BEHAVIOR SUPPORTS

Step 1.  Define the problem.

As specifically as possible, describe the problem(s) that you are concerned about.  Label them according to their seriousness (destructive, disruptive, or distracting).  Circle the behavior(s) you want to work on first.

Step 2.  Answer key questions.

Who is present… when the behavior tends to occur?            When the behavior almost never occurs?

What is going on…when the behavior tends to occur? When the behavior almost never occurs?

When does the behavior…tend to occur?  Almost never occur?

Where does the behavior…tend to occur?  Almost never occur?

How often does the behavior occur…per hour?______  per day?_____  per week?______

How long does the behavior occur…per episode_____?

Step 3.  Observe and record antecedents, the behavior(s), and consequences.

When?  (Time, day, date)

What happened before the behavior occurred?

Describe the behavior.  Include how intense, how long, how many.

What happened after the behavior occurred?

Step 4.  Develop a theory.

Decide what purpose the behavior is serving for the child.  Use the who-what where-when information to think about situations in which the behavior occurs.  Do you see any consistent patterns?  You may also find the checklist below to be helpful in developing your theory.  Remember, specific behaviors may serve more than one purpose.

The purpose of the behavior may be ATTENTION if…

___It occurs when you are not paying attention to the child (you are talking to someone else, etc.)

___It occurs when you stop paying attention to the child.

The purpose of the behavior may be ESCAPE/AVOIDANCE if…

___It occurs when you ask the child to do something that s/he doesn’t like or want to do.

___It stops after you stop “making demands.”

The purpose of the behavior may be GETTING SOMETHING if…

___It occurs when you take away a favorite toy, food, activity.

___It stops soon after you give the child a toy, food or activity s/he likes or has recently requested.

___It occurs when the child can’t have a toy, food, or activity s/he has requested.

The purpose of the behavior may be SELF-REGULATION if…

___It tends to be performed over and over again, in a rhythmic or cyclical manner.

___It tends to happen when there is either a lot going on in the area or very little (noise, movement, people)

___The child can still do other things at the same time s/he is performing the behavior.

The purpose of the behavior may be PLAY if…

___It occurs over and over again in a rhythmic or cyclical manner.

___It would occur repeatedly when no one else is around.

___The child seems to enjoy performing the behavior.

___The child seems to be in his or her own world when performing the behavior and s/he can’t do other things at the same time.

Step 5.  Make a plan.

A good plan will usually have three parts:

Preventing:  How will you change the situations (who-what when-where) that seem to be associated with the problem behavior(s)?

Teaching:  What other behavior or skill will you (or others) teach the child that will meet his or her purpose in a more acceptable way?

Reacting:  How will you react when the problem behavior occurs in a way that does not “feed into” the child’s purpose, cause you greater upset or stress, or punish the child?

Step 6.  Use the plan.

What arrangements to you need to make to follow-through with the plan?  What is your timeline for getting materials and help from others, and starting the plan?

Person                          Task                                                     Date to initiate/complete

Step 7.  Reconsider the plan.

At this point you want to carefully consider your success at both following through with  the plan, and how successful it has been in preventing or changing the problem behavior you are working on.  Have you been able to follow the plan you wrote?

___For preventing?

___For teaching?

___For reacting?

___Do you still feel that your theory about the purpose of the behavior was correct?

___What positive changes have you seen?

___What areas of the plan do you need to continue to work on using as planned?

___What areas of the plan need to be changed?

There is (usually) logic behind the behaviors of our children.

Our challenge is to understand its context.

If the model for developing power resides in the powerful - that is, if what we learn about how to behave is by observing those who have power over us - then those in power must assume responsibility for modeling appropriate behaviors.                  

IEP Development

The team shall…

In the case of a child whose behavior impedes his or her learning or the learning of others, consider, when appropriate, strategies, including positive behavioral interventions, strategies, and supports to address that behavior.

Behaviors are governed by consequences.

Reinforcement:

Behaviors that result in desirable consequences for the child are likely to be retained or strengthened.

Behaviors that result in undesirable consequences for the child are likely to be avoided, rejected, or lessened.

Consequences alone do not result in development of appropriate skills.

Punishment does not teach.

Positive behavioral interventions take place BEFORE the onset of problem behaviors, BEFORE ESCALATION of those behaviors, or to PREVENT behaviors from reoccurring.

POSITIVE BEHAVIOR INTERVENTIONS

Positive:  Characterized by or displaying approval, acceptance or affirmation

Behavior:  The manner of conducting oneself; something an organism does in response to its environment

Intervention: To enter a course of events so as to hinder or change it

Functional Behavior Assessment

·        Asks WHY?

·        Guides decision-making about needs

·        Is required for removal beyond 10 days

·        Should be considered in any evaluation when behavioral concerns have not responded to standard interventions

·        Helps develop an “informed hypothesis”

Problem behaviors are context-related; they arise in response to environmental or ecological events.

Problem behaviors serve a function or multiple functions:

to get something

            approval

            attention

            reward

to escape/avoid something

            attending school

            peers or adults

            doing work

to control something

Antecedent

Event, cause or condition that influences behavior

Behavior

What one does

Consequences

What happens as a result of the behavior

General Interventions

·        Make changes in the environment to meet individual needs

·        Provide opportunities for choices

·        Adapt/accommodate curriculum

·        Reinforce positive behaviors

·        Teach appropriate replacement behaviors or skills

·        Develop crisis intervention plan if needed

POSITIVE INSTRUCTION

STOP!!!

RELAX

THINK!

SOCIAL PROBLEM-SOLVING

·        What is the problem?

·        What is my goal (what do I really want?)

·        How many solutions can I find?

·        What is the possible result of each solution?

·        What is the best solution for me?

·        Try out the solution.

·        Evaluate its effectiveness.

·         Identify relaxation techniques.

·        Identify steps to solve problems.

·        Recognize who “owns” the problem.

·        Role play problem-solving.

·        Practice problem-solving skills.

Planned Interventions

·        Planned ignoring

·        Planned cueing (signal interference)

·        Proximity control

·        Touch control

·        Humor

·        Nonverbal warnings

·        Discipline privately

·        Positive phrasing

·        Use “I” messages

·        Never threaten

·        Behavior shaping

·        Maintain clear routines/expectations

·        “Catch” children doing well

·        Encourage asking for help

·        Find opportunities for child to be of service to others

·        Give notice re: change in activities

·        Place low priority behavior just before high priority behavior

·        Teach kids how to keep track of their own behaviors

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