Interpersonal Skills 8

Supporting Behavior

***It is important for special education teachers to understand the difference in managing the behavior of general education students and supporting the behavior (positive and negative) of students with disabilities that may impact their choices and actions.

What is the first step, whether working with general education students or students with exceptionalities, for managing behavior?

Setting expectations for behavior.

• Research indicates that the most successful approach to setting expectations should include input from the students.

What concepts should be including in establishing expectations?

Part of establishing expectations should include defining the rewards associated with meeting the established expectations as well as the consequences for failing to meet expectations.

• Reward systems and consequences must be clear and consistent.

Supportive Behavior Theory

holds that teachers should focus as much as possible on positive reinforcement strategy as opposed to punishing unwanted behavior.

Logical Consequences

Imposed undesired outcomes (consequences) related to the negative behavior. 

• Example: Despite redirection, a student is distracting their classmates by talking; the teacher moves their seat away from other students.

Illogical Consequences

Imposed undesired outcomes (consequences) unrelated to the negative behavior.

• Example: Despite redirection, a student is distracting their classmates by talking; the teacher keeps the student in from recess. 

Natural Consequence

Naturally occurring undesired outcomes (consequences) directly caused by the negative behavior.

• Example: A student runs in the hall despite redirection; they fall and hurt themselves.

What is the first step in changing or shaping negative behavior?

The first step in changing or shaping negative behavior is to understand its function or why the student is engaging in the behavior.

• Teachers, especially teachers working with students with behavior disorders, should always remember that every behavior has a function.

***While the behavior may not be appropriate or match the goals of the group, the behavior is working in some way for the student and may be counterintuitive.

For example, students may engage in known negative behaviors to seek negative attention.

• In these cases, verbally correcting the student in front of the class or even assigning a negative consequence may inadvertently encourage the negative behavior instead of discouraging it. 

In order to understand the function of student behavior and help develop a plan for reshaping it, data collection may be necessary through a what?

Behavior Checklist

Behavior Checklist

Used to record and track specific observable behaviors of students, providing a structured means for monitoring and assessing their conduct and progress. This can take various forms, including:

Frequency/Event and Rate

Notes how often a behavior occurs over a given time.

Duration Recording

Notes the length of time that a behavior covers.

Latency Recording

Notes the length of time it takes for a behavior to occur after a verbal cue or inciting event.

Intensity Recording

Notes the severity or volume of a behavior when it occurs.

Antecedent-Behavior-Consequence

Notes the cause and effect immediately preceding and following a behavior.

Interval Recording

The observation period is split up into several small windows of recording to allow for a teacher to attend to other tasks during the overall observation.

***Once the function, frequency, and triggers of a behavior are established, it is easier to develop a plan for replacing or reshaping the unwanted behaviors.

What is this process called? (Functional Behavior Assessment or FBA)

What do the findings of the FBA create?

Behavior Intervention Plan

For situations that do not require official behavior plans or before a behavior plan is determined, teachers can implement a variety of positive behavior supports and strategies:

Planned Ignoring

Disregarding undesirable behavior and praising the preferred outcome.

Contingency Contracting

Students collaboratively agree to specific terms and conditions, including consequences and rewards, to reinforce desired behaviors and discourage undesirable ones.

Individual Contingency

A student may receive positive reinforcement if they maintain positive behavior. Conversely, if they engage in disruptive behavior, they might face consequences.

Group Contingency

The class may receive a reward if they collectively maintain positive behavior. Alternatively, if the group as a whole fails to meet expectations, there might be consequences.

Tension Decontamination

Involves the use of humor to soothe a student's strong emotions before the behavior escalates to a more serious infraction; important to note that the person implementing this strategy must develop a relationship with the student first, in order to understand how the student will react to humorous comments about their behavior.

Peer-Modeling

Strategic grouping to encourage struggling students to observe and imitate the behavior, skills, or attitudes of peers who demonstrate positive and desired behaviors.

Interest Boosting

Change the materials, pace, or tasks to increase student interest in an activity and reduce resistance to performing the task.

Intermittent Reinforcement

Respond to behavior only after a certain number of instances of that behavior.

Fixed-Ratio Reinforcement

The provision of reinforcement or reward after a set number of responses.

Fixed-Interval Reinforcement

The provision of reinforcement at scheduled intervals over the course of a set time period.

Continuous Reinforcement

A reward or consequence is provided for every time a behavior occurs.

Intermittent Reinforcement

A reward or consequence is provided at random intervals.

Token Reinforcement System

Students earn tokens for desired behaviors, which can later be exchanged for rewards or privileges.

***Selecting the least restrictive behavior support is vital for student autonomy, dignity, and well-being. This approach minimizes limitations on freedom while effectively addressing challenges.

Ultimately, this approach promotes student empowerment, resilience, and success in all aspects of learning and development. Here are some principles to guide this process:

Respect for Autonomy

Ensure that behavior-support strategies respect the autonomy and dignity of the student. Involve the student in the decision-making process when appropriate, considering their preferences and input.

Functional Assessment

Conduct a thorough functional behavior assessment (FBA) to understand the underlying reasons for the student's behavior. Identify the antecedents, consequences, and functions of the behavior to inform the selection of appropriate interventions.

Prevention and Proactive Approaches

Emphasize prevention and proactive strategies to address behavior challenges before they escalate. Create a positive and supportive classroom environment that promotes appropriate behavior through clear expectations, routines, and reinforcement systems.

Individualization

Tailor behavior-support strategies to meet the student's unique needs and characteristics. When selecting interventions, consider factors such as age, developmental level, cultural background, and learning style.

Least Restrictive Environment

Strive to implement interventions in the least restrictive environment possible. Use minimally intrusive interventions that preserve the student's access to educational opportunities and social interactions.

Positive Reinforcement

Utilize positive reinforcement strategies to promote desired behaviors. Offer praise, rewards, and incentives for appropriate behavior, reinforcing the student's engagement and motivation.

Teaching Replacement Behaviors

Teach alternative, socially appropriate behaviors to replace problem behaviors. Provide explicit instruction, modeling, and opportunities for practice to help the student learn and generalize these new skills.

Collaboration and Teamwork

Collaborate with parents, school staff, and other professionals to develop and implement behavior-support strategies. Consider input from all stakeholders to ensure a comprehensive and coordinated approach.

Continuous Monitoring and Adjustment

Monitor the effectiveness of behavior-support strategies over time and be prepared to make adjustments as needed. Regularly review progress and modify interventions based on ongoing assessment and feedback.

Documentation and Accountability

Document the implementation and outcomes of behavior-support strategies, including any modifications or adjustments made. Maintain accountability by regularly reviewing and evaluating the effectiveness of interventions.