Capacity Based Behavior Support: Big Ideas

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Work Based Behavior Support: Big Ideas George Sugai University of Connecticut Center on PBIS www.PBIS.org

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"Lemon Drop Kid" Problem settings Multiple undertaking requests Pending courses of events Halt in drawing in exercises Adult mandates Verbal & physical resistance Leaving classroom - > important's office Disruptive conduct = tossing school materials & furniture

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LDK – asked for "mediation" At first indication of issue conduct, instantly give lemon drop confection Provide bear rubs & weight If acceleration/emergency, encase in "body sock"

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"LDK" - rationale "Body sock" Create secure condition Re-make maternal "womb-like" conditions

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"LDK" – Logic! Dull material & tangible incitement Re-preparing & realigning neural pathways Improvement in neurological & physiological working Improvement in social ability & scholarly accomplishment

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"LDK" – Outcomes At home… . Diminish in issue conduct chain Increase in recurrence of issue conduct scenes At school… . Alteration in intercession Decrease in issue conduct chain & conduct scenes Increase in time in classroom & scholarly engagement Message #2: ATTEND TO FUNCTION Message #1: INVEST IN EVIDENCE-BASED PRACTICES

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Examples Sensory re-coordination or incitement Facilitated correspondence Introspective psychoanalytic treatments Rebirthing treatment Concerns Poor natural (school) legitimacy Redirected detail of real causal variables Adverse reactions False trusts & desires Inefficient utilization of assets & openings Lack of experimental bolster Non-approved Interventions for understudies

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Purpose Provide review of basic components of capacity based way to deal with tending to issue conduct Function Matters!

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"What number of you have… ." Participated in conduct mediation arranging meeting ? Utilized practical appraisal data to create conduct intercession arrange ? Directed utilitarian evaluation … .Informally? Formally? Know why practical evaluations are directed?

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Outcomes ("Answers") Features & prerequisites of capacity based way to deal with conduct bolster Process Behavioral portrayal of "capacity" Get or escape/maintain a strategic distance from Steps in capacity based way to deal with conduct mediation arranging Behaviorally equipped group

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Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom-Wide Systems for All Students, Staff, & Settings ~80% of Students

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Social Competence & Academic Achievement Positive Behavior Support OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

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Behavior Support Elements *Response class *Routine investigation *Hypothesis articulation *Alternative practices *Competing conduct examination *Contextual fit *Strengths, inclinations, & way of life results *Evidence-based intercessions Problem Behavior Functional Assessment *Implementation bolster *Data arrange Team-based Behavior fitness Intervention & Support Plan *Continuous change *Sustainability arrange Fidelity of Implementation Impact on Behavior & Lifestyle

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What is FBA? An efficient procedure for creating proclamations about components that add to event & upkeep of issue conduct, & all the more critically, fill in as reason for creating proactive & exhaustive conduct bolster arranges .

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Function-based support is about… Re-outline & change of learning & showing situations Attention to condition & work Not re-plan of people Change in conduct of implementers of plan

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Logic of utilitarian approach Behaviors are kept up by result occasions ( work ) Positive or adverse fortification Behaviors are occasioned by precursor occasions Relate forerunner to discharge of conduct & probability of outcome occasion Changing practices requires thought of looking after results

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Functions Pos Reinf Neg Reinf

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When has FBA been finished? Clear & quantifiable meaning of issue practices. Finish testable theory or outline proclamation is given. Explanation of capacity (reason) of conduct 3. Data (coordinate perception) to affirm testable theory. Conduct intercession arrange in view of testable speculation Contextually fitting backings for exact usage

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Defining conduct Must outcome in clear, quantifiable, & target depictions of individual, gatherings, or groupings of related practices Any recognizable or quantifiable activity or act. Noticeable starting & end Has quantifiable dimension(s) Frequency, span, idleness, drive, geography, locus

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Non-v. Noticeable (- ) hyperactivity (+) initiates 5 distinct undertakings inside 2 minutes (+) leaves room no less than 3 times amid a 30 minute lesson (+)… .

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Which is portrayed in detectable terms? Hits with his clench hand OR Aggressive

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Which is depicted in noticeable terms? Hits with his clench hand OR Aggressive

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Delinquent OR Takes cash from associates

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Delinquent OR Takes cash from companions

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Psychotic OR Says she hears voices

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Psychotic OR Says she hears voices

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Arrives 10 minutes late OR Irresponsible

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Arrives 10 minutes late OR Irresponsible

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Out of seat 55% of time OR H yperactive

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Out of seat 55% of time OR H yperactive

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٭ Consider reaction class Set of geologically extraordinary practices with comparative or related reason or capacity Hit, spit , runaway, holler… Escape troublesome assignment ask for Cry, hit , whimper, raise hand, spit … .. Acquire grown-up consideration

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Consider reaction chains Predictable arrangement of practices Possibly unique capacities at starting & end of chains

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Ex1. Conduct Chain Given an undertaking, understudy… Whispers that work is doltish, Writes on papers, Says work is imbecilic, Throws paper in waste wicker container, & Leaves room. What is capacity of conduct? (Test)

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Ex2. Given troublesome errand, understudy… Says this work is idiotic, Pokes understudy at next table, Argues with understudy, Tells educator to butt out, Threatens instructor Runs far from educator who pursues. What is capacity of conduct? (Test)

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Testable Hypothesis "Essential Unit" Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences " Best figure " about conduct & conditions under which it is watched Represents fundamental working unit of FBA Directly controls advancement of BIP

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Testable Hypothesis "Fundamental Unit" Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Infrequent occasions that influence estimation of maint. conseq. Taking after occasions that keep up practices of concern Preceding occasions that trigger or event Set of related practices of concern

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When Sequoia misses her 12:30 drug & instructors introduce various undertaking requests, she puts forth negative self-expressions & composes dishonor dialect on her assignments. Showing staff ordinarily send her to the workplace with a train referral for being rude. Maintain a strategic distance from troublesome undertakings What work? Setting occasion Antecedent Response Consequence Sequoia puts forth negative self-expressions & composes debase dialect Teacher sends Sequoia to office for being impolite Misses 12:30 solution Teachers make numerous undertaking requests

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Caesar has colored his hair three hues & is prodded a few circumstances by his companions before class. When he enters the class, his educator gazes at his hair. Caesar promptly says "what are you gazing at?" His instructor quickly sends him to in-school detainment. Escape grown-up & peer consideration What work? Setting occasion Antecedent Response Consequence Caesar is prodded a few circumstances about his hair by his companions before class His educator gazes at his hair in class Caesar asks his instructor what she's gazing at His instructor sends him to in-school confinement

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Cleo is new to the sixth grade, & English is her second dialect. At the point when another understudy approaches & says something to her in English, Cleo dismisses. The other understudy leaves. This happens a few circumstances amid the day. Escape peer consideration What work? Setting occasion Antecedent Response Consequence New understudy Student approaches & talks in English Cleo dismisses Other understudy leaves

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When his instructor solicits him what the legislative hall city from a nation is, Napoleon gives the right answers. His instructor applauds his right answer, & reveals to him he may work independent from anyone else or a companion on whatever remains of the task. Get to peer & grown-up consideration What work? Setting occasion Antecedent Response Consequence Teacher solicits what legislative hall city from nation is Napoleon give amend answer Teacher gives verbal acclaim & time to work with a companion None

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As Veloce is strolling, different children take a gander at him & say "what's up?" He thinks back and says: "Who ya lookin' at?!" "Ya need some of this?!" "Ya talkin' to me?!" Kids shake their heads & all him "weirdo." Access OR escape peer consideration? What work? Setting occasion Antecedent Response Consequence How would you know? Survey? How would you know? ?? Take a gander at him. "What's up!" "Who ya lookin' at?" "Ya need Some?" "Ya talkin' to me? Kids shake heads & call him "weirdo" .:tslidese

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