Question 7
Dr. Rudolph Dreikurs
Theorist: came up with four functions of behavior
FBA: Step 1
--abc functional behavior assessment tracking sheet --each time a tough kid has tantrum the teacher files ABC for the FBA --When approximately 10 are filled out look for commonalities --then fill out tracking sheets (they help with understanding complex behaviors) --when multiple tracking sheets are filled look for common antecedents and consequences
Assessment
--accurately identify their request and referrals for additional help --determine specific problem behavior or behaviors that require change --understand the function of behavior and purpose --to use a standard measurement approach to know the progress that the plan has been initiated --need to use multiple assessments and assessment techniques that are standardized --checklist, functional behavior assessment, social skills checklist, curriculum probes and in class observation --standardization usually means that the measure is administered and scored in consistent way to ensure good reliability and validity
BIP (Behavior Intervention Plan)
Steps: 1) identify the function of behavior/ target behavior 2. Identify the replacement behavior (must meet the needs of the the target behavior) 3. Reward and encourage the replacement behavior through positive behavior--support must also be observable and measurable 4. teaching plan--teaching the replacement behavior through examples, non-examples, and demonstrations 5. arrange environment and remove barriers 6. develop consequences that are desirable and undesirable 7. Come up with natural and artificial reinforcers (gender based, culture based, economically based, religion based, racially based) --artificial reinforcers are temporary--jump starts -->only goal is to jump start engagement of the replacement behavior --then you can implement natural reinforcement consequence--behavioral objectives--data collection chart--> see if treatment is working. if it does then keep, if not then redo (Repeated information)
Cooperative Discipline (what is it?)
--Explicit, positive rules that are observable and measurable --If/then statements (give power of choice and voice) --Consistent escalating consequences
FBA: Step 2
--do a report --look over ABC --make a hypothesis --test the hypothesis by interpreting the data --come up with a function --then create a BIP
academic deficits
-RtI -basic on task behavior increases engagement time which will help academic skills
social skills
-starting a conversation -entering games -cooperation -giving appropriate positive feedback -grooming -everyone need appropriate social skills
behavioral deficits
-the kids are arresting because they are not like normal -their social skills are not developed -they have deficits in learning to delay gratification and abide by rules -their hard work is deficiting these studies
rule following impulsivity and self management
-they do not internalize commonly accepted values -there are more functional concepts that recognize coercive pain control -leads to demands for immediate gratification. -this is why they are impulsive, demanding, uncooperative and attention getting (seeking?)
Tough Kid
-they have common traits for use to easily identify excesses -they stand out because of an excessive type of behavior (argue with teacher, noncompliance, agreement, tantrum throwing, rule breaking,etc.) -central characteristics is frequency or degree of behavioral excesses
Noncompliance and coercion
1. Have a kingpin behavior (a central or holds something together)
3 C's
1. capable 2. connected 3. contribute
-steps for development of self management and rule governed
1. learning to comply with request 2. learning self control 3. learning problem solving skills
IDEIA 2004
Legislation: established RTI can be used to determine learning disabilities...use if FBA doesn't work
4 Functions of behavior
Power attention revenge avoidance of failure
Linda Albert
Theorist came up with 3 C's
People and Resources
Tough Kid book (pg. 20--Behaviors Box 1-2 Rhode, Jenson, Reavis
behavior intervention plan (BIP)
_______ ________ ________ is formed to provide interventions that the teachers can do to help alleviated academic and behavioral problems
Legislation: IDEA 1997
legislation: added functional intervention behavior plans
equally important but often overlooked are
the deficiencies in basic academic, social, rule-following, and self-management skills
Coercion
withdraw or reduce the request--the arguing or tantrum throwing is rewarded. This process is pain control or coercion this is because it is a painful behavior (arguing, whining, excuse making, delays, tantrums aggression and property destruction) --this forces teacher to withdraw
By creating a ___________ __________ ____________
you find out what the function of the behavior is (power, attention, revenge, avoidance of failure)
Steps in creating FBA
· Archival records review · Look for red flags that could be causing behavior · Interviews · Target behavior (general and specific) · Scatter plot is created to see when behavior occurs most · Anecdotal report of everything child has interaction with · ABC analysis (antecedent, behavior, consequence) · Hypothesis of what is causing the behavior · Test interventions to see if that behavior improves · Validation
FUNCTIONAL BEHAVIOR ASSESSMENT (FBA)
--purpose and why the behavior occurs --different reasons for different behavior --call for different interventions to remediate them --federal law requires them for tough kids who are in sped with iep
INTERVIEW
--review students files and records --talk to previous teachers (gen-ed and sped) --observation --formal punishment --the results will give an understanding and purpose of behavior and lead to an effective intervention
ABC MODEL
A=antecedent B=behavior C=consequences --positively reinforcing stimulus- increases or maintains a behavior --punisher- causes a decrease in a behavior --negative reinforcer- most difficult- most under --informal --indicate or warn the problem behavior is about to occur --ways to collect the data