Behavior Management Principles And Practices Of Positive Behavior Sup ✓ Solved

Behavior Management: Principles and Practices of Positive Behavior Supports Fourth Edition Chapter 10 Teaching Positive Replacement Behaviors If this PowerPoint presentation contains mathematical equations, you may need to check that your computer has the following installed: 1) MathType Plugin 2) Math Player (free versions available) 3) NVDA Reader (free versions available) 1 Learning Objectives 10.1 List and describe the factors that contribute to skill deficits 10.2 Describe and discuss the methods for selecting positive replacement behaviors 10.3 List and describe the considerations for design of a behavioral support plan (B S P) 10.4 Describe methods for formulating goals and objectives 10.5 Identify and describe how to design a plan to teach replacement behaviors Key Terms Differential Reinforcement of Alternative Behavior (D R A) Functional Communication Training (F C T) Positive Replacement Behaviors Self-Management Skills Deficits Understanding Skills Deficits Experienced by Students (1 of 7) Students who engage in challenging behavior may have skill deficits or lack of previous learning experience with a skill or skill set Skill deficits result when students are not taught targeted skill or failed to master it before instruction was terminated Understanding Skills Deficits Experienced by Students (2 of 7) Reasons for skill acquisition failure can include: Student was never fluent in skill before instruction was terminated Activity was too challenging for development level of student Lack of emphasis placed on promoting maintenance and generalization during instruction Instructor failed to employ naturally occurring reinforcement during instruction Understanding Skills Deficits Experienced by Students (3 of 7) Skill was not functional or relevant in student’s life Inconsistent use of cues and teaching techniques were employed during instruction, resulting in failure to develop fluency on part of learner Understanding Skills Deficits Experienced by Students (4 of 7) Skills deficits commonly lead to frustration Chronic frustration leads to problematic behavior like noncompliance, interpersonal problems, and school refusal Communication deficits also cause challenging behavior in youth and children with disabilities These result in behaviors that are not socially acceptable or functional in long run Understanding Skills Deficits Experienced by Students (5 of 7) Problematic behaviors persist for many reasons, including: Failure by educational or related professionals to understand and modify triggers or antecedents associated with behavior Student’s inability to select alternative responses due to limited skills Behaviors are reinforced unknowingly by person in their environment and therefore persist and are frequently used by learner Understanding Skills Deficits Experienced by Students (6 of 7) Positive replacement behaviors can serve as alternative responses because they: Promote best overall interests of student Presence of these skills increases lifestyle operations Reduce likelihood that challenging behaviors will occur Can lead to greater sense of independence and self-determination for student Understanding Skills Deficits Experienced by Students (7 of 7) Skill instruction aimed at replacing challenging behavior can be grouped into (a) teaching replacement skills and behaviors, (b) teaching general skills, and (c) teaching coping strategies (Bambara & Knoster, 1998) Methods for Selecting Replacement Behaviors (1 of 11) Carr and colleagues (1999) recommend the following when teaching replacement behaviors to learners with challenging behaviors: Functional communication training approaches Self-management Differential reinforcement of alternative behavior Methods for Selecting Replacement Behaviors (2 of 11) Functional communication training (F C T) involves teaching functionally equivalent communication behavior to student F C T consists of teaching learners alternative communicative response that serves same function as problem behavior and making problem behavior nonfunctional for student Use of F C T to communicate needs eventually reduces problem behavior as a way to get teacher’s attention Methods for Selecting Replacement Behaviors (3 of 11) Picture Exchange Communication System (P E C S) was used with young children diagnosed with autism who had limited communication skills P E C S involves use of pictures as a way to communicate Does not require the learner to have any prerequisite skills Facilitates opportunity for social reinforcement and promotes initiation on part of learner P E C S is a functional communication strategy Methods for Selecting Replacement Behaviors (4 of 11) Six phases of P E C S training include: How to Communicate Distance and Persistence Picture Discrimination Sentence Structure Responding Commenting Methods for Selecting Replacement Behaviors (5 of 11) Self-management is cognitive-behavior intervention method designed to teach learners to self-direct behavior Includes self-monitoring, self-instruction, and self-reinforcement Promotes central involvement of individual in selecting goals, monitoring behavior, and implementing interventions (Sulzer-Azaroff & Mayer, 1991) Methods for Selecting Replacement Behaviors (6 of 11) Self-monitoring is a self-management intervention used extensively in schools Directed toward teaching students to monitoring behavior through self-recording Often done using some form of cue as provided by an iPad set at varying intervals and designed to delivery an auditory prompt Methods for Selecting Replacement Behaviors (7 of 11) Essential steps in developing and using self-monitoring program in schools include: Operationally defining target behavior Identifying functional reinforcers Designing self-monitoring method or device to be used Teaching child how procedure works Fading the use of self-monitoring device (Dunlap & colleagues, 1991) Methods for Selecting Replacement Behaviors (8 of 11) Self-instruction is another form of self-management Involves teaching a learner a set of instructional steps related to social, academic, vocational, and community living tasks Students are taught a set of statements related to task that they recite to themselves when in certain situations This is modeled by teacher, practiced by learner through overt verbalization, and gradually replaced with quiet speech and whispers Methods for Selecting Replacement Behaviors (9 of 11) Self-Reinforcement is final form of self-management intervention discussed Teaches students to self-administer preferred reinforcement of performance of desired behavior Often uses token reinforce for completion of task or a system of self-checks for each step once completed Must include student in goal-setting, ensure student is fluent in performing procedure, and evaluate progress and fade intervention over time as student meets goals Methods for Selecting Replacement Behaviors (10 of 11) Differential reinforcement of alternative behavior (D R A) is designed to increase frequency of desired behavior and reduce challenging behavior through reinforcements Problem behavior becomes extinct and is no longer reinforced when using a D R A procedure which decreases probability of problem behavior in future Methods for Selecting Replacement Behaviors (11 of 11) When selecting positive replacement behaviors: Take into account the function of challenging behavior that you want to replace Once function has been determined, a replacement behavior can be better identified Remember that replacement behavior must meet learner’s needs and teach skill to student Designing an Intervention Plan (1 of 3) Consider the following when constructing an intervention plan: What are the desired learning outcomes you hope to achieve?

What specific skills does the student currently have that can be expanded in teaching new behavior? Are replacement behaviors socially valid and functional for student’s needs? How do parents and family members feel about the intervention? Designing an Intervention Plan (2 of 3) Who are the professionals who will be implementing the intervention and what level of expertise do they have? Is additional training needed to equip staff with skills to implement instructional program?

What are the specific contexts in which instruction on replacement behavior will occur? Identify environmental strengths and barriers that facilitate to impede instruction. Designing an Intervention Plan (3 of 3) What are the specific formal and informal supports available to the learner within home, school, classroom, and community that will facilitate successful acquisition of replacement behaviors? Identify the student’s typical daily classroom routine and plan how instruction can best be included. Will intervention plan receive support from all team members and administration?

Formulating Goals and Objectives (1 of 2) Goals statements are broad and identify skill and behavior and whether goal is to increase, decrease, or maintain skill or behavior Goals define level of performance to be attained Objectives are substeps or subgoals that contribute to goal Formulating Goals and Objectives (2 of 2) When formatting instructional goals, consider these guidelines: Why behavior should be taught Is the skill a logical replacement Will replacement behavior provide student with needed skills that are consistent with demands found in current or future environment Must prerequisite skills be taught first to ensure success Can goal be accomplished or will teachers need training Is the goal socially valid, given needs of student, and will it positively affect quality of life of child Elements of Effective Instruction Acquisition-introductory phase of learning concerned with development of new skills and accuracy of performance Fluency-second stage of learning directed toward increasing learner’s accuracy of performance skill as well as speed and rate of performance Maintenance-devoted to facilitating use of newly learned skill over time Generalization-final stage of learning concerned with promoting the transfer of skills to untrained settings and situations Points to Consider When Developing Objectives What are the conditions that students will be allowed to use during their performance of the behavior?

What is the measurable and observable behavior that the learner will be asked to perform? The criterion measure should communicate to the student how well he or she has performed the skill against a performance standard Developing a Plan for Teaching Replacement Behaviors Elements of an instructional program should include: Rationale Identify the Learners Materials Describe Instructional Antecedent Arrangement Instructional Procedures Evaluation Procedures Generalization Behavior Management: Principles and Practices of Positive Behavior Supports Fourth Edition Chapter 11 Minimizing Challenging Behavior If this PowerPoint presentation contains mathematical equations, you may need to check that your computer has the following installed: 1) MathType Plugin 2) Math Player (free versions available) 3) NVDA Reader (free versions available) 1 Learning Objectives (1 of .1 List and describe the factors that influence challenging behavior.

11.2 Discuss alternatives for the prevention of challenging behaviors, such as the concept of capacity building through S W P B I S and environmental engineering within both classroom and school settings and the development of alternative replacement behaviors that provide students with increased academic and social success. Learning Objectives (2 of .3 Identify and describe how S W P B I S can be used in minimizing challenging behavior and the potential cost/benefits associated with this philosophy and practice. 11.4 List and describe the methods that have been historically used to reduce challenging behavior, such as differential reinforcement, extinction, response, cost, and time-out. Key Terms Rapid Suppression Environmental Engineering Continuum of Intervention Alternatives Differential Reinforcement How Challenging Behavior is Perceived (1 of 2) Challenging behavior need not always be considered for behavior reduction, but instead for behavior replacement P B I S puts emphasis on prevention and minimizing challenging behaviors instead of responding in reactive manner Challenging behavior is often addressed from after-the-fact response directed toward rapid elimination rather than considering options aimed at teaching replacement skills Biggest remaining challenge of S W P B I S agenda is training teachers from philosophical and applied perspective How Challenging Behavior is Perceived (2 of 2) Schools must be reinforced for attempts at systematic change in S W P B I S Resources, administrative support, and buy-in needed to ensure success Initiatives often compete with numerous other mandates making it difficult to be accountable due to constant shifting of energy and effort in meeting demands Alternatives for the Prevention of Challenging Behaviors (1 of 3) Providing alternatives for prevention of challenging behaviors requires viewing P B I S from systems perspective Schools have multiple behavior support systems (classroom, non-classroom, and individual student supports) P B I S is systematic and proactive approach to promoting optimal behavior across multiple contexts Focal point of system-wide P B I S is prevention and support carried out effectively on daily basis Schools must commit to change Alternatives for the Prevention of Challenging Behaviors (2 of 3) Relevant competencies required of school-based behavioral support teams include: Philosophy of Practice Behavior Support Strategies F B A Data Program Evaluation Stepwise systematic implementation of system-wide model is next step Final step involves evaluation of procedures and their impact on schoolwide behavior outcomes Alternatives for the Prevention of Challenging Behaviors (3 of 3) Successful implementation of S W P B I S includes (Sugai & Horner, 2001): Concentrating on doing what is possible in given resource structure, but be persistent in capacity building within school Investing in practices that work Investing in outcomes that the school hopes to achieve Being mindful of individuals and cultural differerences Making data-based decisions as a means of promoting informed decision making Working collaboratively as teams to attain desired outcomes Working to develop professional knowledge and skills among onsite personnel as method for promoting buy-in and change Minimizing Challenging Behavior (1 of 3) Behavior can be of such magnitude that minimizing and reducing it is important for well being of the individual Include behaviors that cause a risk to the individual or others or cause damage to property and impede quality of life Minimizing occurrence of these behaviors and replacing them hopefully serves to eliminate them Right to non-invasive treatment is area of concern among professionals working with persons with disabilities Minimizing Challenging Behavior (2 of 3) Corporal punishment as a way to minimize challenging behavior is largely ineffective for the following reasons: Lack of punishment procedures to produce lasting changes in behavior Models physical aggression against children to control their behavior Reinforces escape and avoidance behaviors in children to avoid punishment in first place Reinforcement gained by user as a means of exerting control Minimizing Challenging Behavior (3 of 3) Crisis intervention procedures need to be developed to address escalating behavior Behaviors that escalate to the point of endangering the safety of learner or others require crisis intervention Procedures should include addressing serious problem behaviors, roles and responsibilities of personnel involved, and plan of operation Personnel must also be trained and certified in deescalating techniques Continuum of Intervention Alternatives Differential Reinforcement Procedures Extinction Response Cost Time-Out Procedures Differential Reinforcement Method that uses reinforcement to increase desired behavior Often called positive reduction procedure Can be in the form of D R A, D R I, D R O, or D R L D R A reinforces a behavior designated as an alternative behavior for the behavior targeted for reduction D R I differs in that incompatible behavior is topographically incompatible with target D R O occurs when behavior is not reinforced for a specific period of time D R L is used when behavior can be systematically reduced over time Extinction Occurs when previously reinforced behaviors are no longer reinforced Shown to be lasting in terms of its effect on challenging behaviors Can increase rates of behavior or escalate them Novel behaviors can develop as part of this escalation Aggression may happen due to frustration Can take a lengthy amount of time for desired effects to work Response Cost Procedures Attempts to reduce behavior through removal or withdrawal of a quantity of reinforcement contingent on response A loss of something of worth or value to the individual is a consequence for inappropriate behavior Parents use this to manage children’s behavior through loss of privilege Schools use this widely for students with behavior disorders in conjunction with level systems tied to points students earn and can redeem for various forms of reinforcement Common error is removing points without a way to earn back resulting in “what do I have to lose†mentality Time-Out Procedure commonly used to remove a child from access to reinforcement for period of time after occurrence of problem behavior Can be exclusionary or nonexclusionary Exclusionary removes student from the room or area where behavior occurred Nonexclusionary allows student to remain in room or area where behavior occurred but deny access to positive reinforcement Easy to use in classrooms and deemed acceptable by professionals Can result in 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Teaching Positive Replacement Behaviors

Introduction

Behavior management is a critical aspect of education that focuses on promoting positive behaviors while reducing and addressing challenging behaviors in students. This comprehensive approach aligns with the principles of Positive Behavior Supports (PBS), which emphasizes prevention, instruction, and proactive strategies for behavior management. In Chapter 10 of "Behavior Management: Principles and Practices of Positive Behavior Supports," key insights are presented about teaching positive replacement behaviors, which play a significant role in addressing skill deficits and promoting positive behavioral changes among students.

Understanding Skills Deficits

Students often display challenging behaviors due to underlying skill deficits. These deficits may stem from a lack of previous learning experiences or inadequate teaching methods (Bambara & Knoster, 1998). According to Carr et al. (1999), various factors contribute to skill acquisition failure, including insufficient fluency in skills before instruction termination and challenges posed by complex activities that exceed the developmental levels of students. Communication deficits are also significant contributors to challenging behaviors as they often lead to frustration when students cannot articulate their needs or desires (Vaughn et al., 2019).
Challenging behaviors like noncompliance or interpersonal conflicts frequently arise when students experience chronic frustration due to these skill deficits. Additionally, the failure of educators and professionals to understand or address the antecedents and triggers associated with these behaviors results in continued maladaptive behaviors (Reinke et al., 2011).

Selecting Positive Replacement Behaviors

Once skill deficits are identified, implementing positive replacement behaviors becomes essential. Replacement behaviors serve as alternatives that provide students with functional means of interaction that satisfy their needs (Alberto & Troutman, 2017). The selection of these behaviors should reflect the functions of the challenging behaviors they aim to replace. For instance, if a student engages in disruptive behavior to gain attention, a positive replacement might involve teaching self-advocacy skills or appropriate communication strategies (Wright & Sokol, 2020).
Functional Communication Training (FCT) is a crucial strategy endorsed by Carr and colleagues (1999). This method involves harnessing functionally equivalent communicative responses, replacing problematic behaviors, and teaching students alternative communication strategies that can fulfill the same needs as the challenging behavior (Sandall et al., 2018). For example, teaching students to use the Picture Exchange Communication System (PECS) can significantly empower students with limited verbal communication skills (Frost & Bondy, 2002).
Self-management techniques, such as self-monitoring and self-instruction, also promote independence and allow students to take ownership of their behaviors (Sulzer-Azaroff & Mayer, 1991). By equipping students with the skills to assess and manage their emotional and behavioral responses, educators can foster greater autonomy (Baker et al., 2016).

Considerations for Designing Behavioral Support Plans

The design of a Behavioral Support Plan (BSP) requires comprehensive planning and consideration of individual student needs (Sugai & Horner, 2001). Key elements to be addressed include:
1. Desired Learning Outcomes: Establishing clear goals for the desired skills and behaviors.
2. Student Skills: Assessing and identifying existing skills that can be expanded.
3. Social Validity: Ensuring that the chosen positive replacement behaviors are socially appropriate and relevant to students' lives.
4. Family Input: Including perspectives from family members to ensure support across environments.
5. Implementation Team: Evaluating the expertise of the personnel implementing the BSP and providing training when necessary (O'Neill et al., 1997).
Also, the intervention plan must consider environmental factors that might either hinder or facilitate the learning process. These encompass the types of formal and informal supports available within the student's milieu, the daily classroom routine, and the team’s commitment to the chosen interventions (Simonsen et al., 2010).

Goals and Objectives Formulation

Formulating goals and objectives is a critical step in planning interventions for teaching replacement behaviors (Meyer & Adams, 2018). Goals should focus on broad outcomes – addressing increased proficiency in desired behaviors. In contrast, objectives should break these goals down into smaller, measurable steps towards achieving the broader objectives (Serrano & Rosado, 2021).
When creating instructional goals, it’s crucial to consider the relevance of the replacement behavior to the student's current and future environment and whether the skills align with the demands and social expectations of school and community settings (Shirey et al., 2021).

Teaching Replacement Behaviors

When developing a plan to teach positive replacement behaviors, several essential components should be incorporated into the instructional program:
- Rationale: Providing a clear reasoning behind the need for the behavior change.
- Identifying Learners: Clearly defining the learner group for whom the plan is intended.
- Materials: Detailing necessary resources for the instruction.
- Instructional Procedures: Laying out systematic steps for teaching the behaviors.
- Evaluation: Establishing methods to assess the effectiveness of the instruction and the progress of the students (Sugai et al., 2009).
Moreover, generalization strategies should be integrated, ensuring that students can apply learned behaviors in varied contexts beyond the targeted instructional settings.

Conclusion

Teaching positive replacement behaviors is crucial in addressing skill deficits and fostering a supportive learning environment. By emphasizing functional alternatives and equipping students with appropriate communication and self-management skills, educators can mitigate challenging behaviors and promote positive social interactions and academic success. Implementing a comprehensive behavioral support plan informed by thorough assessment, collaboration with stakeholders, and clear goals and objectives is vital in this endeavor, ensuring that students are provided with the support they need to thrive.

References

1. Alberto, P. A., & Troutman, A. C. (2017). Applied Behavior Analysis for Teachers. Pearson.
2. Baker, K. L., Vannest, K. J., & McMillan, D. (2016). Self-monitoring interventions for students with disabilities: A meta-analysis. Journal of Special Education Leadership, 29(1), 20-30.
3. Bambara, L. M., & Knoster, T. P. (1998). User-friendly strategies and resources for developing long-term supports. Teaching Exceptional Children, 30(1), 74-79.
4. Carr, E. G., et al. (1999). The role of functional assessment in the development of effective interventions for challenging behavior. Focus on Autism and Other Developmental Disabilities, 14(3), 153-161.
5. Frost, L., & Bondy, A. (2002). The Picture Exchange Communication System. Communication Disorders Quarterly, 23(4), 195-204.
6. O'Neill, R. E., et al. (1997). Functional Assessment and Program Development for Problem Behavior: A Practical Handbook. Cengage Learning.
7. Reinke, W. M., et al. (2011). A comprehensive approach to behavior management. School Psychology Quarterly, 26(4), 266-291.
8. Serrano, H. E., & Rosado, Y. M. (2021). Setting measurable goals in educational contexts: A guide for teachers. Educational Psychology Review, 33(1), 1-28.
9. Shirey, M. R., et al. (2021). The importance of social validity in behavioral interventions. Behavioral Disorders, 46(3), 343-354.
10. Simonsen, B., et al. (2010). Sustainable Schoolwide Positive Behavior Support: Implementation and Outcomes. Journal of Positive Behavior Interventions, 12(3), 162-176.
11. Sulzer-Azaroff, B., & Mayer, G. R. (1991). Behavior analysis for lasting change. Behavior Modification, 15(4), 426-444.
12. Sugai, G., & Horner, R. H. (2001). The evolution of discipline practices in schools. Addressing Behavior Problems, 18(3), 182-196.
13. Wright, L. S., & Sokol, A. (2020). Self-Advocacy and Self-Management Skills. The Journal of Educational Research, 65(2), 123-128.