behavioral management

the number of students with challenging behaviors in our schools is

rising

a functional behavioral analysis considers\_____a behavior is occurring in order to respond to it effectively and efficiently.

why

true or false: educators need to consider whether a student has a skill deficit, a performance deficit, or a fluency deficit when designing effective social skills instruction

true

true or false: social skills can be directly taught only in small group therapy sessions

false

What are the three D's to consider when addressing problem behavior?

dangerous, destructive, disruptive

In the three-tiered approach to social skills instruction,\____students receive univeral instruction,\____students receive small group instruction, and\____students receive individual instruction.

all, some, few

sometimes setting events and triggering antecedents cannot or should not be changed. In these cases, it is necessary for the teacher/school team to:

-Modify,

-accommodate,

-provide support,

-and increase the frequency of reinforcement

What are two ways to support students with executive function deficits?

provide visual supports, provide a timer

true or false: a student whose desk is constantly messy, who can never seem to find their papers, and who struggles to initiate tasks may have deficits in executive function

true

meeting the learning needs of all students through\_____is a preventative strategy that allows all students to be engaged in academic learning at their level.

differentiated instruction

what are two reasons why long writing tasks are difficult for students with executive functioning deficits or language disorders?

-Students with EF deficits struggle with the planning and organizing that writing tasks require.

-Language deficits can impact the ability to produce grammatically correct sentences and mechanics of writing.

when developing a successful schedule of reinforcement, two key components are:

-Determining what level of reinforcement to provide

-Determining how frequently to provide reinforcement

true or false: some ways to aid adults in determining what is reinforcing for students include using reinforcement surveys, observations, interviews, and reinforcement journals

true

true or false: reinforcement systems should only be used with students who exhibit problem behaviors

false

\____are commonly used with young students or students with limited cognitive abilities to reinforce positive behaviors at frequent intervals with behavior-specific praise.

token boards (or individual token system boards or token economy systems)

true or false: if using a points-based system with an individual, it is not beneficial to incorporate "turnaround points" to help with the attitude of "not that I've blown it, I might as well keep going!"

false

when determining what behavior(s) to target, it is important to:

use positive language and be specific in what you want them to have

logical consequences should follow the three R's, which are:

related, reasonable, and respectful

punishment does not teach students\_____behavior, that is what they should do instead

replacement

a\_____helps the student be informed of the possible positive and negative consequences of their choices so that they can make an informed decision when making choices regarding their behaviors.

mapping consequence

true or false: two alternatives to out-of-schol suspension are structured in-school suspension and red schedule

true

true or false: we should teach students calming strategies when they are engaged in behavioral escalation, such as in stage 3 or 4

false; we need to teach calming techniques and strategies when the student is calm at baseline, ideally in stage 1, but can be in stage 6 if it will not re-escalate them

when prevention and positive interventions are not sufficiently effective and student is a danger to self or others, two ways to maintain safety are

seclusion and physical restraint

true or false: natural undesirable consequences are unplanned or uncontrolled outcomes that happen as a result of behavior

true

in what situations can schedule-priming be used to adjust to change

drills and assemblies

true or false: schedule-priming can be used in uncontrollable circumstances

false

how can you help in uncontrollable circumstances?

-emotional support

-increase level/frequency of reinforcement

-accommodate/modify work/ exceptions if appropriate

what environments can lead to behavioral incidents?

-power struggles between adult and student

-tasks are outside of the student's ability level

-lack of understanding of expectations

what are three ways to help ease frustration and therefor ideally prevent these behavioral incidents?

-developing a positive relationship

-assisting with executive functioning tasks

-providing appropriate and engaging academic instruction

characteristics of students with executive functioning deficits

-difficulty planning and organizing

-difficultly beginning tasks

-problems maintaining attention

-problems determining the sequence of steps/carrying out steps in an orderly way

what types of supports help with executive functioning deficits

-organizational helpers

-behavioral prompts

-visual schedules

-timers/countdown

true or false: differentiated instruction helps bridge the gap in functioning for students that can access their academic environment to their maximum personal ability

true

what are some strategies of differentiated instruction?

-use high interest preferences

-use writing alternatives

-focus of the 'why' of the task and adjust expectations accordingly

-break down longer tasks, especially with regard to writing heavy assignments

-build stamina and feelings of success

-check for the fine motor supports like pencil grips

true or false: only some behaviors are driven by reinforcement

false, all behaviors

Behaviors are determined by the person\____the behavior, not the\____of the educator.

exhibiting; intent

what factors are important to consider when using individual reinforcement systems?

-use positive language

-limit number of skills taught

-prioritize safety and potential interferences with learning

-be specific with what behaviors you want

-make supports appealing to student

-have student participate and give feedback

use turn around/bonus points

what is the definition of punishment?

the contingent presentation of a stimulus immediately following a response, which decreases the future rate/or probability or the response

why are we moving away from punitive systems of punishment?

-doesn't work long term

-doesn't teach replacement behaviors

-fosters negative attitudes toward schools and educators

-reduces motivation to learn other techniques

what is the definition of natural undesirable consequences?

unplanned or uncontrolled outcomes that happen as a result of behavior

what is the definition of logical undesirable consequences?

consequences that are intentionally planned and applied by educators and are similar to what would happen to and adult in a similar situation

what are the three R's consequences?

related, reasonable, respectful

what are the three D's when deciding what problem behaviors to address?

dangerous, destructive, disruptive

Fill in the blank Behavior is not just m\_____________/ a\__________ behavior

maladaptive / aggressive

what is the continuum of how to evaluate the severity of behaviors?

a range from minor offenses to re occurring minor or more serious to offenses that are against the law as an adult

big picture concepts when considering consequences

-be consistent

-use visuals to help remind of expected behaviors

-visuals/nonverbal actions help the student to maintain dignity with the adult still in control

-make sure problem solving connects the behavior to the consequences

-consequence maps help teach how a student's actions affect themselves and others

-in-school suspension and red schedules cannot happen w/o parent consent

step 1 of the formal FBA/BIP

operationally define the behavior

-pass the stranger test

-specific and neutral in terminology

step 2 of the formal FBA/BIP

collect information

-student's strengths and interests

-setting events/ triggering antecedents, and consequences

-frequency, duration, and intensity of the behavior

step 3 of the formal FBA/BIP

what does the data tell you about what may be the function of the behavior?

-helps drive the behavior intervention plan (BIP)

step 4 of the formal FBA/BIP

the BIP is what helps staff know how to support and appropriately respond to the behaviors

step 5 of the formal FBA/BIP

design the BIP from the FBA

-formal BIP will be reviewed at the student's annual IEP and earlier if there is a need

-informal BIPs can be adjusted as needed

what is the primary purpose of the FBA?

to help in designing the behavior intervention plan (BIP) that match the function of the behavior and are efficient and effective

Fill in the blank Behavior is c

communication

T / F Students with significant behavioral challenges were either kept home or placed in institutions

True

what happens when students are kept home or placed in institutions ?

-limited exposure to other people -limited learning opportunities -underfunded and understaffed institutions resulted in poor care and sometimes even abuse an / or neglect

what is IDEA

the current version of the federal mandate regarding special education laws , which is part of the " why " we have more students with more behavioral needs in public schools

What does IDEA stand for ?

Individuals with Disabilities Education Act