Strategies to Support Better Student Behavior

Meggin Funk, M.S.Ed., CCC-SLP, BCBA & Ashley Bauer, M.Ed., BCBA, LBA Author

11/04/2020 Added

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Description

After attending this webinar participants will: 1. Identify why students use challenging behavior 2. Identify what role the participant plays in the behavior 3. Demonstrate ways to improve student behavior

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[00:00:01.680]Hello, and welcome to
[00:00:02.730]the Tri-state Webinars Series:
[00:00:04.174]"Strategies to support better student behavior".
[00:00:10.350]My name is Meggin Funk,
[00:00:11.880]I'm a speech language pathologist
[00:00:13.410]and a board certified behavior analyst.
[00:00:15.420]I work as the Western region coordinator
[00:00:17.590]for the Nebraska ASD Network
[00:00:19.351]out of the Educational Service Unit 13.
[00:00:22.516]And I'm Ashley Bauer,
[00:00:24.050]also a board certified behavior analyst,
[00:00:26.540]and I also work at the Nebraska ASD Network and ESU 13.
[00:00:32.980]Today's learner objectives
[00:00:35.910]are to identify why students use challenging behaviors
[00:00:38.921]to identify what role the participant plays in the behavior,
[00:00:42.520]and then to demonstrate ways to improve student behavior.
[00:00:49.490]Identify why students use challenging behavior.
[00:00:54.360]Challenging behavior is complicated,
[00:00:56.740]and we understand that each individual student
[00:00:59.470]has a lot of factors involved in their behavior.
[00:01:02.590]These are some of the factors
[00:01:03.970]that we're going to want to consider
[00:01:05.930]before moving into a behavior intervention plan.
[00:01:09.072]We can use the behavioral principles
[00:01:11.270]that we're gonna discuss today
[00:01:12.710]along with strategies
[00:01:14.210]that align with each of these different areas
[00:01:16.480]that may affect your individual student
[00:01:18.780]to make a comprehensive behavioral program
[00:01:21.360]that's gonna work for them.
[00:01:24.836]So, why do students use challenging behavior?
[00:01:28.640]Behavior is communication,
[00:01:31.230]they might be telling us, "It's too loud,
[00:01:33.897]"I don't wanna do this,
[00:01:35.377]"Give me that, I wanna get out of here."
[00:01:38.126]They are saying these different things,
[00:01:41.150]but it might be through a scream,
[00:01:43.065]or a cry, or spitting, or kicking, all behavior,
[00:01:47.385]and behavior is just something that all humans do
[00:01:51.635]that can be observable and measurable,
[00:01:55.061]all behavior is communication.
[00:02:01.100]Looking at the functions of behavior,
[00:02:03.500]whether it's for challenging behavior,
[00:02:05.720]or expected, or appropriate behavior,
[00:02:08.660]the functions are the same,
[00:02:10.720]these are the four main function groups that behavior serve:
[00:02:14.913]they happen because the person wants attention,
[00:02:18.581]they want to get out of something,
[00:02:21.550]or avoid, postpone something,
[00:02:23.520]they have some kind of sensory need,
[00:02:28.200]or they want to gain access
[00:02:29.810]to some sort of tangible item or activity.
[00:02:35.095]We all communicate through behavior,
[00:02:38.230]We look at those four main functions
[00:02:40.914]that Ashley just spoke about,
[00:02:43.410]to either get attention, to escape/avoid,
[00:02:46.310]to gain access to some items or activities,
[00:02:49.020]or to regulate our sensory systems.
[00:02:51.720]So, to gain attention,
[00:02:53.450]I might wave my hand, or start a conversation,
[00:02:57.277]"Excuse me,"
[00:02:58.470]or I might text a friend, or send an email,
[00:03:01.310]or make a phone call,
[00:03:02.810]there's a lot of different ways
[00:03:04.540]that we would consider it appropriate to gain attention.
[00:03:08.910]We can use escape or avoid
[00:03:11.780]like putting items off,
[00:03:13.611]put them on your to-do list
[00:03:15.580]instead of completing them right now,
[00:03:17.650]or maybe we quick look at our phone and we don't answer it,
[00:03:21.430]we avoid that phone call.
[00:03:24.452]And then we can access items,
[00:03:26.710]we might just simply turn on the TV,
[00:03:28.994]or we could turn on the internet,
[00:03:34.534]and pull up eBay or Amazon or something
[00:03:39.150]and go shopping online,
[00:03:40.684]or go into a store,
[00:03:42.782]or we can play games on our phones.
[00:03:45.650]So, we access items or activities all of the time,
[00:03:50.500]and it helps to make our world comfortable.
[00:03:52.890]And then also to regulate sensory systems,
[00:03:55.761]when we're nervous, we might shake our foot,
[00:03:59.930]or if we're bored, we might sit in and look off,
[00:04:05.668]or we might have access to a piece of gum
[00:04:10.948]and start chewing on it.
[00:04:12.644]So, there are a lot of different ways that
[00:04:15.305]all humans use these same four functions of behavior.
[00:04:25.570]I love that you hit on the fact that
[00:04:27.460]we all communicate through behavior,
[00:04:29.700]and whether that behavior is expected
[00:04:32.260]or whether it is challenging,
[00:04:34.220]it's ultimately to communicate something.
[00:04:37.790]But the behavior itself is not what determines the function,
[00:04:42.960]let's look at some examples:
[00:04:44.820]a student screams
[00:04:46.000]because they want to get out of doing a task.
[00:04:49.260]The screaming doesn't tell us why they are doing that
[00:04:53.936]because in the next example,
[00:04:56.740]a student screams because they want attention,
[00:05:01.020]in the next one they scream because they want access
[00:05:03.770]to a specific tangible item or activity,
[00:05:07.060]and finally, they may scream because they like the sound.
[00:05:10.630]If we were to hyper-focus on the student's behavior,
[00:05:15.640]what they're doing, that's observable and measurable,
[00:05:18.240]it's screaming in all four of these examples,
[00:05:21.940]but all four of them are serving different functions.
[00:05:27.110]Our strategies have to match
[00:05:29.230]whatever function the behavior is serving,
[00:05:32.340]so, they have to change
[00:05:33.940]based on why that student is engaging in that behavior,
[00:05:37.580]what they are trying to communicate.
[00:05:40.970]So, Ashley, when I was doing direct services
[00:05:43.760]for 15 years as a speech language pathologist,
[00:05:46.810]I was often pulled in on challenging behavior
[00:05:50.770]because there is just such an overlap between
[00:05:54.920]that behavior and communication,
[00:05:56.970]and the student's difficulty with communicative skills.
[00:06:00.200]But as an SLP,
[00:06:01.900]I realized that I just needed more support and help
[00:06:06.150]with how to better understand behavior.
[00:06:09.010]So, I love that you just showed that a student screaming
[00:06:13.180]could ultimately mean for different things,
[00:06:16.500]so, sometimes trying to determine the function
[00:06:19.670]can be difficult.
[00:06:21.700]But if we start to really look at a pattern
[00:06:24.440]to determine the function,
[00:06:26.180]that helps us to understand
[00:06:28.030]what that student is trying to communicate.
[00:06:30.490]So, in applied behavior analysis,
[00:06:33.910]we look at what happens immediately before the behavior,
[00:06:38.090]the behavior itself,
[00:06:39.450]but the behavior isn't necessarily the most important thing.
[00:06:43.400]We look at what happens before the behavior
[00:06:45.760]and then immediately after the behavior
[00:06:48.300]to start to help us to see the function.
[00:06:51.170]So, on this screen, we have this table
[00:06:54.810]and the student may be given a worksheet,
[00:06:59.240]and then we have some form of challenging behavior,
[00:07:03.030]doesn't matter what that challenging behavior is:
[00:07:07.110]kicking, screaming, shouting,
[00:07:09.650]pulling hair, melting down to the floor,
[00:07:13.830]screaming profanity, spitting,
[00:07:17.090]it does not matter what that challenging behavior is,
[00:07:19.870]then we look at what happens immediately after.
[00:07:23.060]In that top row,
[00:07:25.310]we see that immediately following that challenging behavior
[00:07:29.340]that after the student is given the worksheet,
[00:07:31.480]how's the challenging behavior,
[00:07:33.160]the student is given help throughout the entire assignment.
[00:07:37.720]So, in that case, if we saw this reoccur
[00:07:40.680]again and again, and again,
[00:07:42.720]we could start to see the pattern of attention.
[00:07:46.230]The same holds true for the next one,
[00:07:49.210]if there is independent seat work given,
[00:07:51.980]challenging behaviors exhibited,
[00:07:54.240]and the student is sent to the hallway
[00:07:56.720]or maybe the principal's office,
[00:07:58.630]and we see this pattern of behavior reoccur again and again,
[00:08:03.160]then that behavior,
[00:08:04.930]no matter what the challenging behavior is,
[00:08:07.720]is serving the function of escape/avoid.
[00:08:11.920]Then a student may be asked to put a toy away
[00:08:15.450]and they exhibit some form of challenging behavior,
[00:08:18.610]and they are able to keep a toy.
[00:08:21.790]So, if this occurs again and again, we could say,
[00:08:25.077]"Well, I believe this behavior that is communicating
[00:08:28.857]"or serving the function of
[00:08:30.777]"access to tangible items or activities."
[00:08:34.160]And then finally, the student may be in a large group,
[00:08:36.880]maybe at a high school pep rally,
[00:08:39.360]they start to exhibit some challenging behavior
[00:08:43.210]and they are able to be removed or go to a quiet room,
[00:08:48.390]or quiet place.
[00:08:49.740]And so, if we see this pattern over and over again,
[00:08:53.280]then we would consider that maybe a sensory function,
[00:08:57.720]the student is communicating,
[00:08:59.340]they are trying to regulate that sensory system,
[00:09:02.120]and so they need to get out of that loud group,
[00:09:04.980]that loud pep rally.
[00:09:07.050]So, you have to start to see the pattern though,
[00:09:09.950]no matter what the behavior is,
[00:09:11.870]we're gonna look at what happens immediately before,
[00:09:14.870]immediately after, and then it has to be
[00:09:17.980]a repetitive behavior that is maintaining or increasing,
[00:09:22.460]so that we can truly start to see that function.
[00:09:26.010]I love that,
[00:09:26.900]because we can't look at just one instance
[00:09:30.300]of a challenging behavior and try to determine the function,
[00:09:33.840]we need multiple attempts at that behavior,
[00:09:37.780]multiple opportunities for us to analyze
[00:09:40.070]what's happening immediately before and immediately after
[00:09:44.040]in order to decipher what it is
[00:09:46.150]they are getting out of that behavior.
[00:09:50.660]The importance of functional communication in all of this
[00:09:54.490]is that when we teach functional communication skills,
[00:09:58.500]so, you were talking about this earlier,
[00:10:00.490]when you were an SLP in private services for 15 years,
[00:10:05.790]if a student gained skills
[00:10:07.770]in being able to communicate functionally and appropriately,
[00:10:11.230]then there's just so much research
[00:10:13.520]that there's decreased challenging behaviors
[00:10:15.870]and greater independence and outcomes,
[00:10:17.650]because they will start to use
[00:10:20.040]those functional communication skills
[00:10:21.860]in place of the challenging behavior,
[00:10:24.140]it gets rid of that need
[00:10:25.670]for any kind of challenging behavior.
[00:10:27.900]And so, the big takeaway here
[00:10:31.990]is that everybody needs a way to communicate at all times,
[00:10:36.990]and that doesn't have to be just through vocal output,
[00:10:40.610]but it could be sign language
[00:10:42.220]or picture exchange communication,
[00:10:44.500]or an augmentative, or alternative communication device,
[00:10:48.910]maybe an iPad,
[00:10:50.040]but something where they have a way to
[00:10:53.540]appropriately tell you what they want and need,
[00:10:56.640]and get those functional communication needs met.
[00:11:00.340]Absolutely.
[00:11:01.230]So, we have some active responding questions
[00:11:05.390]that are coming up.
[00:11:07.260]And so, this just helps us to start to really see,
[00:11:12.337]"Okay, if there's a pattern
[00:11:14.237]"and that this challenging behavior
[00:11:16.637]"is communicating for attention,
[00:11:20.557]"then what would we use as a replacement behavior
[00:11:24.517]"that could be taught to this student
[00:11:28.657]"so that they are trying to gain our attention
[00:11:31.417]"in a more expected way
[00:11:35.627]"instead of kicking or screaming,
[00:11:37.737]"or whatever that challenging behavior is
[00:11:39.877]"that's gaining them attention right now,
[00:11:42.167]"what would be more appropriate?"
[00:11:44.880]And then the same thing for escape/avoid,
[00:11:47.690]that access to tangibles and items,
[00:11:49.610]and activities, and sensory.
[00:11:51.410]So, let's go through what would be
[00:11:54.370]a better replacement behavior and expected behavior
[00:11:58.080]for our students to gain attention.
[00:12:00.630]So, kind of what you would expect
[00:12:02.430]from any student to be able to communicate these needs
[00:12:06.360]across these different functions.
[00:12:08.230]Just the way you and I would
[00:12:10.220]want to gain attention.
[00:12:12.020]We might be able to raise our hand,
[00:12:14.990]we could say, "Help," or, "Come here," or, "Look at me,"
[00:12:20.160]those are those replacement behaviors
[00:12:22.720]that we want to start to train our students in on.
[00:12:26.660]So, go ahead and think about
[00:12:28.270]what replacement behavior would you,
[00:12:31.240]and add, pull it into the chat box for us,
[00:12:33.970]what could you teach your student for escape/avoid?
[00:12:37.310]What would be more appropriate?
[00:12:43.160]These are some ideas that we came up with
[00:12:45.560]when we were looking at this question,
[00:12:47.650]and this is by no means an exhaustive list.
[00:12:50.600]There are so many different ways
[00:12:52.130]and we wanna be teaching our students multiple ways
[00:12:54.500]to get these needs met in a better, more expected manner.
[00:12:59.000]So, for attention,
[00:13:02.160]maybe they need to learn how to ask for help or say,
[00:13:04.857]"Look at me," or say somebody's name, raise their hand,
[00:13:08.930]those are all appropriate or expected ways
[00:13:11.300]to get somebody's attention.
[00:13:13.320]To escape or avoid something,
[00:13:15.090]it would be way more appropriate to ask for a break
[00:13:18.810]than run out of the room or rip up your worksheet.
[00:13:22.460]So, we're looking for that replacement behavior
[00:13:24.840]that's still going to meet that same function.
[00:13:27.470]This is a tough one
[00:13:28.890]because for escape\avoid functions at the beginning,
[00:13:32.880]we still want them to be able to escape\avoid
[00:13:35.830]to meet that function,
[00:13:37.380]but while just doing it in a more expected way.
[00:13:40.610]We can teach in those skills of being flexible and waiting,
[00:13:45.210]and not always getting what you want later on,
[00:13:48.830]but when we're first introducing
[00:13:50.290]these functional communication skills,
[00:13:51.850]we really do need to honor it
[00:13:53.670]and give that student what they're asking for
[00:13:56.175]every single time that they ask for it appropriately.
[00:13:59.720]For access to tangible items and activities,
[00:14:01.970]we're gonna get into
[00:14:02.890]exactly how to teach these skills a little bit later,
[00:14:06.070]but just asking for what they want and need by name
[00:14:09.150]rather than screaming for it, or grabbing at it,
[00:14:12.480]or pushing somebody in order to gain access to it.
[00:14:15.930]And then those sensory needs
[00:14:17.150]are definitely gonna be individualized for each student,
[00:14:20.450]but they would just need to
[00:14:21.880]be able to functionally communicate
[00:14:23.870]what specific sensory need they want at that time.
[00:14:31.180]Perfect.
[00:14:32.013]So, what we really are looking at is
[00:14:34.700]what is the student getting from the behavior?
[00:14:37.730]What is it that they are communicating
[00:14:40.410]that they want or need?
[00:14:42.620]So, we want to think about what typically happens
[00:14:45.780]immediately before and immediately after the student
[00:14:49.350]has this challenging behavior,
[00:14:51.620]and then does the behavior get them attention?
[00:14:56.270]Does it allow them to escape or avoid something?
[00:15:00.030]Does it allow them access to the item
[00:15:02.390]or activity that they like?
[00:15:04.360]Or is it for a sensory regulation concern?
[00:15:09.910]Here's another active
[00:15:10.860]student responding question,
[00:15:13.060]so, why do students use challenging behavior?
[00:15:17.150]Is it to communicate, "I want attention?"
[00:15:19.780]To communicate, "I wanna get out of this or avoid this?"
[00:15:22.560]To communicate that they want a specific item or activity?
[00:15:26.000]To communicate that they want their sensory needs met?
[00:15:29.450]Or for all of the above?
[00:15:31.030]Go ahead and put your answer in the chat box.
[00:15:39.150]So, the answer is all of the above,
[00:15:41.650]they can communicate through this challenging behavior,
[00:15:45.140]remember, all behavior is purposeful and it communicates.
[00:15:50.490]So it's either asking for attention
[00:15:53.280]to escape/avoid a situation,
[00:15:56.280]asking for an item activity,
[00:15:58.020]or to have the students' sensory needs met,
[00:16:01.020]so, the answer is all of the above.
[00:16:03.670]And the big takeaway
[00:16:04.800]is looking at what happens immediately before
[00:16:07.080]and after the behavior,
[00:16:08.920]because the behavior itself
[00:16:10.440]does not tell you what it's communicating.
[00:16:14.150]All right Ashley, this might be my favorite part,
[00:16:16.640]to identify what role we play in the behavior.
[00:16:22.760]So, we have three different timeframes
[00:16:26.310]around behavior that we can really help support students.
[00:16:30.910]We can set them up for success ahead of time
[00:16:33.360]using proactive strategies,
[00:16:36.130]we can directly teach and practice the appropriate behaviors
[00:16:40.880]to replace those challenging behaviors,
[00:16:43.700]and we can directly teach and practice
[00:16:45.990]other skills that they need to learn.
[00:16:48.840]And that's all going to be taught
[00:16:50.650]outside of problem behavior,
[00:16:52.250]we never want to only teach
[00:16:55.340]during those problem behavior times
[00:16:57.260]when you and the student are escalated,
[00:17:00.320]because nobody is processing at what well at that time.
[00:17:04.490]We can also help, after the behaviors happen,
[00:17:07.920]whether they are expected or challenging.
[00:17:11.060]For expected behaviors, we're gonna wanna make sure
[00:17:13.730]that that student gets immediate access to what they want
[00:17:17.590]when they use that expected behavior.
[00:17:20.160]And then for those challenging or problematic behaviors,
[00:17:24.160]we're going to want to
[00:17:25.990]block or limit access to what they want
[00:17:28.780]when they engage in those behaviors.
[00:17:32.860]So, the overarching strategies is that
[00:17:35.770]we are really working proactively to meet the learners need,
[00:17:40.460]remember, we are going to understand what function it is
[00:17:44.954]that they are in need of,
[00:17:47.150]and to then we're going to really to meet that need.
[00:17:52.170]And this is so important because
[00:17:55.750]when we are able to be proactive,
[00:17:57.920]what it does is it catches them being good
[00:18:01.190]and doing those things that we want to see them do,
[00:18:05.692]but we also...
[00:18:07.310]So, it drives down the need for challenging behavior,
[00:18:10.500]but helps us to really encourage the students
[00:18:14.050]to use that expected behavior,
[00:18:17.439]and it also allows us to build
[00:18:19.040]and maintain those strong relationships.
[00:18:21.750]We have to be consistent,
[00:18:23.650]consistency is so important
[00:18:25.670]when we are working with challenging behaviors,
[00:18:28.562]we wanna be very, very organized and prepared,
[00:18:33.470]and then we will work to increase motivation
[00:18:36.150]by using those preferences and choices.
[00:18:41.090]When the learner is calm and ready to learn,
[00:18:43.910]that's when we want to engage them
[00:18:46.830]and directly teach them these expected behaviors.
[00:18:49.950]Ashley just said,
[00:18:51.470]it's just not a good time to try to teach or learn
[00:18:55.520]when the challenging behavior is just...
[00:18:58.360]When we're in the moment.
[00:18:59.920]So, we are going to work at setting up very specific times
[00:19:06.040]to directly teach in these behaviors
[00:19:09.870]that are more expected for our students,
[00:19:12.850]that are going to help them meet this functional need of
[00:19:16.500]attention, access to tangibles and activities,
[00:19:20.410]to escape/avoid, or to help meet their sensory needs.
[00:19:25.800]And then after the behavior,
[00:19:28.720]we're going to immediately,
[00:19:30.320]and immediately means within one to two seconds,
[00:19:33.480]we're going to immediately give the learner what they want
[00:19:36.890]along with very specific praise
[00:19:40.150]so that they know why they earned it,
[00:19:43.240]when they use this expected replacement behavior,
[00:19:46.890]or just a new expected skill altogether.
[00:19:49.930]And then if there is that problem behavior,
[00:19:52.400]we may be required to block or limit access
[00:19:56.630]to what it is that they want
[00:19:58.960]when they use this challenging behavior.
[00:20:01.400]We have to start to get them to differentiate that
[00:20:05.030]when they use challenging behavior,
[00:20:08.010]they don't get what they want,
[00:20:09.960]but when they use that expected behavior,
[00:20:12.793]their world becomes a better place
[00:20:15.220]and they do get what they want.
[00:20:18.466]So, let's look at these overarching strategies,
[00:20:21.740]more specifically, for each of the main function areas,
[00:20:25.470]starting with attention-seeking behaviors.
[00:20:27.920]So, let's say that you have
[00:20:29.810]looked at the pattern of behavior
[00:20:31.530]that your student has been exhibiting,
[00:20:33.610]you have looked at what's happening typically,
[00:20:36.950]immediately before that behavior, and immediately after,
[00:20:40.320]and what it's told you is that
[00:20:42.500]the behavior is communicating that they want attention,
[00:20:46.230]and attention is attention.
[00:20:47.710]So, whether they are loving, positive, praise,
[00:20:51.590]and good jobs and high fives,
[00:20:53.530]or whether they are loving getting a rise out of you
[00:20:56.500]and being reprimanded,
[00:20:58.940]that it's an attention seeking behavior regardless.
[00:21:02.100]So, if you have determined that
[00:21:04.350]your behavior that you're working with is attention-seeking,
[00:21:08.530]these are some strategies for before the behavior,
[00:21:12.100]what to teach in place of the behavior,
[00:21:14.200]and what to do after,
[00:21:16.240]but this is also not an exhaustive list.
[00:21:20.150]So, in general, for attention-seeking behaviors,
[00:21:23.430]meeting that need
[00:21:24.700]that Meggin was talking about in the last slide,
[00:21:26.610]meeting it before, kind of beating them to the punch,
[00:21:30.660]with attention-seeking is giving tons of attention
[00:21:34.240]for when they are being appropriate,
[00:21:36.400]for when they're doing the expected behaviors.
[00:21:38.690]So, catch them being good, that's exactly what we wanna do,
[00:21:41.990]especially for attention seekers.
[00:21:44.950]So, always try to catch them being good,
[00:21:47.130]really keep up that ratio of specific positives
[00:21:50.920]to any redirects or negative statements,
[00:21:54.100]increase those opportunities for appropriate peer attention.
[00:21:57.420]If you have a kiddo
[00:21:59.080]who is really seeking out that peer attention,
[00:22:01.930]you're just gonna wanna set them up for success
[00:22:04.120]with those quick opportunities
[00:22:06.020]where you can give that immediate praise
[00:22:08.639]and little reward that they want
[00:22:11.770]in giving them more attention when they're being good,
[00:22:14.870]when they're being appropriate.
[00:22:16.610]And you can use some visuals
[00:22:18.290]to remind them of how to gain attention,
[00:22:20.830]so, I've seen some teachers that just put a little picture
[00:22:23.585]of somebody raising their hand on the student's desk
[00:22:27.360]to remind them if they want attention,
[00:22:30.110]that's the behavior that they need to engage in,
[00:22:32.360]they have to raise their hand.
[00:22:34.520]So, moving into directly teaching and practicing,
[00:22:39.030]what skill they need is a replacement skill
[00:22:42.790]for that inappropriate
[00:22:44.790]or challenging way of gaining attention.
[00:22:47.150]So, we might want to directly teach them practice
[00:22:50.350]for them to say, "Look at me," or "Come here,"
[00:22:53.210]or tap somebody on the shoulder to get their attention,
[00:22:55.770]or like I said earlier, raise their hand.
[00:22:58.580]And also conversational skills are huge to teach here,
[00:23:02.200]if your student is ready for that,
[00:23:04.230]because it's not only about gaining attention,
[00:23:06.900]but also maintaining it once it's been gained.
[00:23:10.010]Some of our students
[00:23:11.020]engage in these attention-seeking behaviors
[00:23:13.280]because they just don't know how to engage socially
[00:23:18.200]in a way that is appropriate,
[00:23:20.010]so, those skills have to be directly taught and practiced,
[00:23:24.410]and you'll notice in bold at the top,
[00:23:26.320]outside of problem behavior.
[00:23:29.060]This is not in the moment,
[00:23:31.900]this is we have to plan ahead
[00:23:34.610]and we have to schedule it in our day,
[00:23:36.977]and we have to take multiple opportunities
[00:23:39.970]because the more times that we have
[00:23:42.150]to practice doing something the right way,
[00:23:44.560]the better they're gonna be at applying it
[00:23:46.980]when they need it in the moment.
[00:23:50.090]And finally, immediately following them,
[00:23:53.580]gaining attention appropriately,
[00:23:55.450]so, using those skills that they've been directly taught,
[00:23:58.192]make sure that they get tons of attention for that,
[00:24:01.560]tons of specific positive attention.
[00:24:04.290]So, you're going to say, "Awesome job raising your hand,
[00:24:07.227]"oh my gosh, that was great, what do you want from me?
[00:24:10.397]"do you wanna give the answer?
[00:24:11.507]"Or do you wanna ask me something?"
[00:24:13.550]So, make sure that you're going to them immediately,
[00:24:16.470]like Meggin said, within one to two seconds,
[00:24:18.620]it's gotta be boom
[00:24:19.890]right when they use that appropriate expected behavior,
[00:24:24.250]they're getting all that attention that they want.
[00:24:26.420]And then on the flip side,
[00:24:28.850]if they do try to gain attention inappropriately,
[00:24:32.330]you're just going to want to block or limit
[00:24:34.740]any kind of good stuff from happening then,
[00:24:37.520]so, try to block or limit their access to attention.
[00:24:41.070]And this does not mean ignore the student,
[00:24:45.130]please understand that that's not what we want,
[00:24:48.220]but you can ignore a behavior
[00:24:50.290]without ignoring the entire person.
[00:24:53.720]So, you can just act like that
[00:24:55.690]attention-seeking challenging behavior is not going on,
[00:24:59.520]and you're going to redirect them to what to do.
[00:25:03.350]So, make sure that you're focused on
[00:25:05.130]what the students should be doing,
[00:25:07.280]and you're going to redirect them,
[00:25:09.990]probably have to prompt them,
[00:25:12.320]and then make sure that you give them attention
[00:25:14.860]as soon as they do anything,
[00:25:16.700]even a small bit of compliance,
[00:25:20.080]as soon as they are following any kind of instruction there
[00:25:23.460]that you can praise,
[00:25:24.850]that's when they should get their attention.
[00:25:27.570]And another thing I love about this one Ashley,
[00:25:30.400]is that we can also redirect them
[00:25:33.180]by just pointing out what their peer is doing accurately
[00:25:36.580]to gain our attention.
[00:25:38.170]So, we could quickly say, "Oh wow Jimmy,
[00:25:42.127]"I'm so thankful that you're raising your hand
[00:25:44.377]"to gain my intention."
[00:25:45.950]So, you just quick pointed out in the peer beside them,
[00:25:48.720]and then it can help them just think,
[00:25:51.187]"Oh yeah, I forgot,
[00:25:52.187]"I was supposed to be raising my hand to gain attention
[00:25:54.627]"instead of yelling out,"
[00:25:56.400]so, we can use their peer groups a lot on this one.
[00:25:59.880]Yeah. I love that.
[00:26:01.860]So, on this next one,
[00:26:03.210]it's escape/avoid behaviors.
[00:26:06.430]We, proactively, we can allow student choice of activities,
[00:26:12.260]and really student choice is just so powerful.
[00:26:16.140]When we look at studies, they are using student choice,
[00:26:20.900]they use the same exact identical objects,
[00:26:24.090]like an M&M and an M&M, same color and everything,
[00:26:28.440]but the students just felt more powerful, right?
[00:26:33.430]Like they had a say in what they were doing
[00:26:35.790]when they were given choice.
[00:26:37.600]So, allow student choice of activities or where to sit,
[00:26:42.527]"Do you wanna sit in the blue chair or the yellow chair?
[00:26:44.637]"Do you wanna start with your spelling or your math?"
[00:26:47.520]But you have to give them a choice
[00:26:50.770]on items that you absolutely are gonna follow through with,
[00:26:54.000]you don't get to say, "Oh, no, nevermind,
[00:26:56.217]"I guess I need you to sit in the red chair,
[00:26:58.497]"sorry about that,"
[00:26:59.860]you are going to make sure
[00:27:01.090]that it's things that you can actually follow through with.
[00:27:04.750]We can break up work into sections if it's hard,
[00:27:07.930]if you have a student that's trying to escape
[00:27:09.520]because it does tend to be more challenging,
[00:27:11.910]we could maybe do the top 10 questions of the worksheets
[00:27:16.050]and then allow a break
[00:27:17.960]in the bottom 10 questions of a worksheet,
[00:27:20.642]we can break things up, make them a little bit easier
[00:27:24.190]so that they don't have to
[00:27:25.280]look at this huge overwhelming worksheet
[00:27:27.410]and do it all at once.
[00:27:29.100]We may need to make it
[00:27:30.710]more challenging for some of our students,
[00:27:32.960]and really continue to build their skills
[00:27:37.270]if it's something that they are really good at.
[00:27:39.599]Sometimes we just get so bored we want to escape and avoid
[00:27:43.260]because we're so bored
[00:27:44.300]of something that we're really good at,
[00:27:46.500]so, we may need to make things more challenging.
[00:27:49.390]We can increase pace of instruction,
[00:27:51.949]I first is just our friend,
[00:27:55.490]so, we can increase pace of instruction
[00:27:57.620]as always tends to decrease problem behavior
[00:28:01.110]because the student just is nice and engaged with us.
[00:28:04.810]We can vary our task demands,
[00:28:06.900]we can start to fade in a couple of easy ones,
[00:28:11.720]fade in the demands,
[00:28:12.880]maybe do a couple that we know that they can answer
[00:28:16.320]with no problem whatsoever before we throw in a harder one,
[00:28:21.060]and then we're going to continue to vary those tasks demands
[00:28:24.650]throughout then the rest of the time.
[00:28:27.270]So, usually there's kind of a rule of 80-20,
[00:28:30.360]but then outside of the problem behavior,
[00:28:33.660]we are going to look to train them in
[00:28:37.880]for how to appropriately ask for a break,
[00:28:42.370]or how to maybe appropriately say, "I'm bored,
[00:28:45.610]or, "This is too hard,"
[00:28:48.390]we want them to start using that appropriate behavior.
[00:28:51.700]We're gonna give them all kinds of opportunities
[00:28:54.230]to ask for break,
[00:28:55.540]and then we're immediately within the one to two seconds,
[00:28:58.600]we're going to immediately allow them to take a break
[00:29:01.830]or give them some type of a modification
[00:29:04.890]if they say it's too hard,
[00:29:06.397]"Awesome job telling me that it's too hard,
[00:29:08.757]"you know what?
[00:29:09.727]"I'm gonna go ahead
[00:29:10.560]"and take off these last three problems."
[00:29:13.100]You can quickly make a modification
[00:29:15.510]and then the students will be more willing
[00:29:17.370]to just ask for things appropriately,
[00:29:19.490]because we reinforce that appropriate asking.
[00:29:23.480]And to then we always wanna make sure though
[00:29:27.850]that we're following through,
[00:29:29.280]if they ask for it appropriately,
[00:29:31.230]they get what they are asking for.
[00:29:35.030]We're not asking you to do this forever,
[00:29:37.750]but as your tier training in
[00:29:40.496]a new skill or an appropriate skill,
[00:29:43.700]then we want to really make sure to highly reinforce
[00:29:47.960]that appropriate asking or that expected behavior.
[00:29:53.090]Definitely. These are huge.
[00:29:55.130]Attention-seeking and escape voidance behaviors
[00:29:57.970]are the most common,
[00:29:59.760]and it's not that we want these kind of
[00:30:04.880]immediate interventions in place all the time,
[00:30:08.470]where they're always getting what they want,
[00:30:11.500]but they have to at the start.
[00:30:13.160]So, I like that you hit on that
[00:30:14.450]because then we can always fade,
[00:30:16.010]our goal is to fade
[00:30:18.170]once they get really good at communicating functionally
[00:30:21.950]appropriately what they want,
[00:30:24.220]whether that's for attention,
[00:30:25.600]or whether that's to get out, or avoid something,
[00:30:28.180]or to gain access, or for sensory purposes.
[00:30:33.120]Once they start communicating appropriately,
[00:30:36.170]really consistently, then we can start to fade
[00:30:39.700]and teach in flexibilities in small increments.
[00:30:43.630]So, it's gonna be, "Great job saying that you need a break,
[00:30:47.677]"I just need you to write your name first
[00:30:49.437]"and then you can take your break,"
[00:30:51.190]so, they had to do one small, little easy task,
[00:30:54.590]then they got their break,
[00:30:56.270]and we're just gonna keep building that.
[00:30:58.340]And it does take time and it does take effort,
[00:31:01.230]but I promise you that it will be worth it in the long run,
[00:31:05.700]because then you're not using all of that time
[00:31:07.960]trying to put out fires with these challenging behaviors.
[00:31:11.376]I love that you said
[00:31:12.450]we have to build in that time,
[00:31:13.930]so, we're gonna maybe start with one tiny thing
[00:31:16.160]and then build it up into longer and longer periods of time
[00:31:19.780]before they get to take that break.
[00:31:21.860]And we just can't expect perfection on the student's part,
[00:31:26.140]we don't ever expect perfection on our own part,
[00:31:29.680]and so we don't expect perfection
[00:31:31.560]on our student's part either.
[00:31:34.770]The last two functions do not happen as often,
[00:31:39.330]we don't see them as often as the first two
[00:31:41.620]so, we'll go through these a little bit more quickly,
[00:31:44.260]but accessing tangible items or activities,
[00:31:47.387]proactively, we wanna keep students really engaged,
[00:31:51.420]we wanna make sure that they are having access
[00:31:53.760]to the items and activities when they're being appropriate.
[00:31:58.490]So, any time that they are not engaged
[00:32:01.080]in that challenging behavior,
[00:32:02.709]we can allow that access,
[00:32:05.580]and they are gonna see that those good things come from us,
[00:32:08.340]that helps kind of build and maintain
[00:32:10.240]that great relationship with our students too.
[00:32:13.190]Allowing choices can help with this,
[00:32:15.720]same with those escape/avoid maintained behaviors,
[00:32:19.110]so, just give those opportunities for them to make a choice
[00:32:23.000]all throughout their day,
[00:32:24.270]any time that you can find.
[00:32:26.460]Using pictures to show them what they can choose,
[00:32:30.670]kind of a choice menu using First/Then visuals,
[00:32:34.050]that will help give structure and clarity
[00:32:36.880]to when they're going to have access an item or activity.
[00:32:42.160]Again, outside of problem behavior,
[00:32:44.500]we're gonna take time to directly teach in practice
[00:32:47.220]how to ask for something the right way,
[00:32:49.610]so, by saying the name of it.
[00:32:51.820]And just like we take baby steps in fading out our supports,
[00:32:55.980]we're doing baby steps to teach in these new skills too,
[00:33:00.080]so, when we are having students ask appropriately,
[00:33:03.100]they only have to say one word
[00:33:05.490]of what the item or activity is,
[00:33:07.750]and it's only an attempt at first,
[00:33:09.550]it doesn't have to be perfect.
[00:33:11.360]We are not going to start
[00:33:12.750]by making them request using full sentences,
[00:33:16.280]we're gonna start small
[00:33:17.530]so that they can experience that success
[00:33:19.920]really quickly and consistently,
[00:33:21.137]and then we can increase what we're asking of them.
[00:33:28.020]After they have given us that appropriate request,
[00:33:32.800]so, they have tried
[00:33:33.990]to functionally communicate what they want,
[00:33:36.280]what item or activity they want,
[00:33:38.360]we are going to immediately give them that.
[00:33:40.560]When they have done that without challenging behavior,
[00:33:42.910]that's awesome, so, we want to
[00:33:45.280]make sure that they know that that's meaningful,
[00:33:48.030]and that it makes their world better
[00:33:49.660]when they use that language.
[00:33:51.590]So, immediately give them what they want when they're using
[00:33:54.730]that appropriate functional communication,
[00:33:56.747]and this might, and it very well will be prompted at first,
[00:34:01.720]and that's fine,
[00:34:02.820]because then we can increase what we're expecting,
[00:34:06.140]and decrease our prompts
[00:34:07.480]so that they're more independent later on.
[00:34:09.730]But if they're using challenging behavior,
[00:34:12.570]say they are screaming and crying and falling to the floor
[00:34:15.880]because they want some particular item or activity,
[00:34:19.510]and they aren't using their words,
[00:34:22.060]or sign language, or pecs,
[00:34:24.030]or whatever they use to functionally communicate,
[00:34:27.010]if they're using challenging behavior,
[00:34:28.670]then we're going to want to make sure that we are blocking,
[00:34:31.310]limiting any access
[00:34:33.080]to that item or activity that they want during that time.
[00:34:37.660]So, Ashley, this access to
[00:34:42.620]a tangible or an activity,
[00:34:45.840]this is an awesome one that SLPs would love to do,
[00:34:52.412]under applied behavior analysis,
[00:34:54.460]if you are familiar with verbal behavior,
[00:34:57.150]this is actually called manding,
[00:34:59.280]and to train in a student
[00:35:02.120]on how to make an appropriate request.
[00:35:04.320]So, the whole background on this is just
[00:35:08.200]want it, say it, get it.
[00:35:09.870]The student wants the item, they're very motivated for it,
[00:35:13.750]they really, really want it,
[00:35:15.860]so, we encourage them to say it
[00:35:18.280]and then immediately they get it.
[00:35:20.240]So, we want to look for, or create opportunities
[00:35:24.850]that the student is extremely motivated.
[00:35:27.840]So, the example here is that the student wants their coat
[00:35:30.900]because they really, really want to go outside,
[00:35:33.750]so, we would take that opportunity
[00:35:35.650]to get them to request their coat.
[00:35:39.700]So, we would prompt the expected way to communicate,
[00:35:43.610]if they're vocal, we would just say coat,
[00:35:46.750]and hold onto the coat and wait for them to say coat.
[00:35:50.920]If they are signing, we would model the sign for coat,
[00:35:55.040]and then they would sign back coat,
[00:35:58.270]or if it was an AAC device,
[00:36:01.190]we would push the symbol for "Coat"
[00:36:04.920]and then they would push it back, "Coat",
[00:36:07.650]so, want it, say it.
[00:36:09.550]And then this last part is just so vital
[00:36:14.660]when we are training in long-term behavior,
[00:36:18.300]behavior that we want to be maintaining,
[00:36:22.030]or increasing is they get it.
[00:36:26.190]We are immediately reinforcing
[00:36:28.860]that appropriate behavior of say it, requesting it,
[00:36:32.760]within one to two seconds,
[00:36:34.510]they are going to get those items,
[00:36:36.770]or that activity that they are requesting.
[00:36:39.790]So, want it, say it, get it,
[00:36:43.120]this is probably one of my favorite parts of
[00:36:46.660]helping to decrease problem behavior
[00:36:49.770]is just training in this functional communication
[00:36:52.900]using manding or requesting.
[00:37:00.056]The final function that behaviors can serve,
[00:37:04.810]the reason why they happen, can be for sensory regulation.
[00:37:09.560]So, looking at proactive strategies for that,
[00:37:12.110]again, we're gonna try to meet that need
[00:37:14.150]before they use a challenging behavior to try and meet it,
[00:37:18.290]so, have them participate in specific sensory exercises
[00:37:22.440]to get that input that they need ahead of time.
[00:37:25.420]And occupational therapists
[00:37:27.190]are gonna be your best friend for helping you decide
[00:37:30.290]what specific exercises those would be.
[00:37:33.180]Maybe have different options,
[00:37:34.720]again, choice is huge across the board,
[00:37:37.620]so, maybe allowing them to pick a different way to
[00:37:41.100]have their seating option or standing option,
[00:37:43.910]incorporate movement into your activities:
[00:37:46.730]maybe use music or calm place, give those sensory breaks.
[00:37:51.010]So, those are just some proactive ways
[00:37:53.350]to meet those regulation needs,
[00:37:55.450]and then outside of problem behavior,
[00:37:58.030]what we're going to need to teach is how they can request
[00:38:01.900]those specific sensory items or activities.
[00:38:05.600]So, this just goes right back to want it, say it, get it,
[00:38:09.100]so, if they want a specific sensory activity
[00:38:13.530]like jumping on the trampoline,
[00:38:15.830]then we look for that motivation,
[00:38:17.760]we make sure that that's what they want.
[00:38:19.930]So, maybe they're walking over to the trampoline,
[00:38:22.460]they're trying to reach towards it,
[00:38:23.700]they're looking over at it and smiling,
[00:38:26.190]and so we see that they want it,
[00:38:28.070]then we're gonna prompt them to say it
[00:38:31.330]in whatever functional communication mode they use,
[00:38:34.960]then they say it and then immediately they get it.
[00:38:38.900]So, immediately following appropriate requests
[00:38:42.250]for those sensory regulation needs,
[00:38:44.620]we're going to allow them access
[00:38:46.580]to whatever it was that they requested,
[00:38:48.910]and when they're using challenging behavior
[00:38:51.170]to try and meet those needs,
[00:38:52.860]we're going to try to block and limit access to it then.
[00:38:57.620]So, just remember that this is a process,
[00:39:01.640]it's not something that's gonna be done in
[00:39:05.200]one or two session,
[00:39:06.730]it's something that we have to really work on
[00:39:09.570]and we have to really begin to understand
[00:39:12.650]and see the pattern of the behavior,
[00:39:15.380]and remember the longer the history of the behavior,
[00:39:18.830]the longer it may take to change it,
[00:39:21.610]but it is absolutely possible.
[00:39:24.390]It's just so important that once we determine the function,
[00:39:28.850]that we really truly help to use a replacement behavior
[00:39:32.940]that meets the same function.
[00:39:35.050]If they want attention,
[00:39:36.600]we train in a replacement behavior to meet attention needs,
[00:39:41.780]if they want escape/avoid,
[00:39:43.260]we train in the replacement behavior
[00:39:45.270]to help them escape/avoid.
[00:39:47.420]And the learner then will start to realize that the only way
[00:39:51.720]that they get what they want,
[00:39:54.100]the communication through that behavior,
[00:39:56.930]the function of that behavior
[00:39:58.670]is by using those new replacement, expected behaviors,
[00:40:03.460]and that they don't get what they want
[00:40:05.610]when they use that challenging behavior.
[00:40:10.300]Our third objective for this training
[00:40:12.390]is ways to improve student behavior.
[00:40:15.270]These are specific strategies
[00:40:17.820]that can help improve any student's behavior,
[00:40:21.580]and we have organized these into things that you can do,
[00:40:26.100]strategies you can use
[00:40:27.720]ahead of time before that behavior happens,
[00:40:30.380]and then teaching strategies,
[00:40:32.320]and then after the behavior happens,
[00:40:34.560]whether it's the expected or the challenging behavior.
[00:40:36.880]So, just like those three columns
[00:40:38.630]in the previous slides on each function,
[00:40:40.910]we're kind of categorizing them in
[00:40:42.550]before, teaching and after.
[00:40:45.520]So, some strategies to encourage those expected behaviors
[00:40:48.880]that we want to see,
[00:40:50.370]and to make those challenging behaviors unnecessary include:
[00:40:56.010]identifying the function
[00:40:57.360]and meeting that need ahead of time,
[00:40:59.850]being in control
[00:41:00.940]of all those things that your learner wants,
[00:41:03.210]they should not have free access to them,
[00:41:05.480]if they do, then there's no motivation for them
[00:41:07.940]to ask appropriately for them.
[00:41:11.340]Use your learner's preferences
[00:41:13.080]to increase motivation and engagement,
[00:41:15.160]so, know what your student loves
[00:41:17.560]and then be in control of it,
[00:41:19.130]and use it to motivate them
[00:41:21.210]to follow your instructions
[00:41:23.630]and use that functional communication.
[00:41:26.700]Have predictable schedules and routines,
[00:41:29.270]this doesn't mean you need to do
[00:41:30.540]the exact same thing every single day,
[00:41:32.580]like it needs be Groundhog's day,
[00:41:34.810]this just means make it predictable.
[00:41:36.620]So, give warnings before transitions,
[00:41:39.240]let the student know when things are changing
[00:41:41.630]and what you're doing,
[00:41:42.480]use those visual schedules at your students' level,
[00:41:46.230]and then make sure that routines are taught, practiced
[00:41:49.140]and given feedback regularly.
[00:41:51.499]And on that one,
[00:41:52.970]we really have to work so hard to also train in
[00:41:57.230]the students' ability to be flexible
[00:42:00.150]when there is a schedule change.
[00:42:01.720]So, make sure to be training in
[00:42:04.712]if there needs to be some flexibility
[00:42:07.740]with that schedule change,
[00:42:09.020]like a fire alarm,
[00:42:10.330]or those things that just don't happen
[00:42:12.400]on a consistent basis.
[00:42:13.940]Yeah, definitely.
[00:42:14.870]I mean, we talked about a lot of
[00:42:17.040]replacement behaviors that meet the same function,
[00:42:20.060]but there's tons of other skills
[00:42:21.990]that these students need to work on too,
[00:42:24.090]it's not just the one replacement behavior,
[00:42:26.870]there's often other needed skills
[00:42:29.070]that we need to directly teach in practice.
[00:42:31.700]We always need to give clear and concise instructions,
[00:42:35.410]try to limit your language
[00:42:37.020]to what your learner can comprehend at that time,
[00:42:40.140]speak to their level,
[00:42:41.560]be very clear about what your expectations are.
[00:42:45.870]Catch learners being good,
[00:42:47.670]spend lots of your time and energy on that
[00:42:51.120]rather than on the challenging behaviors.
[00:42:55.490]Some additional strategies
[00:42:57.070]to encourage those expected behaviors proactively
[00:43:00.150]is to show that you're fun.
[00:43:01.840]Pair yourself with the things that your learner loves,
[00:43:05.170]and spend time with them getting to know what they enjoy
[00:43:08.760]and engaging in those things that they enjoy
[00:43:11.240]without giving demands.
[00:43:13.230]This will help build that relationship
[00:43:15.950]so that your student realizes that,
[00:43:18.287]"Oh, every time that she comes over,
[00:43:20.326]"she brings all these fun things,
[00:43:22.748]"and I get access to those things."
[00:43:25.740]We want to signal that to our students rather than
[00:43:29.202]if you have a student who's run away from you,
[00:43:33.740]then you're not signaling
[00:43:35.440]that you have been paired with those good things,
[00:43:38.430]so, it's time to spend some time with that learner
[00:43:40.650]doing what they enjoy.
[00:43:42.160]Yeah, and so, the easiest way to do this
[00:43:44.190]is just join in their play or join in during their downtime,
[00:43:47.997]because typically a student
[00:43:50.230]does what they want to be doing during downtime,
[00:43:52.900]so, they have free choice or downtime.
[00:43:55.130]If you're in a high school room
[00:43:56.330]and the student hops on their phone,
[00:43:58.600]then ask them great questions,
[00:44:00.670]or see if there's ways that you can learn
[00:44:04.710]what it is that they are doing.
[00:44:06.730]So, I have learned many games on high school learners' phone
[00:44:14.201]to make sure that I know what they enjoy,
[00:44:17.071]so, make sure that when they have downtime
[00:44:19.852]that you are spending a little bit of time with them
[00:44:22.630]during their downtime.
[00:44:24.015]'Cause remember, in the first part
[00:44:27.470]of functional communication, it's that wanted step,
[00:44:30.441]and so we have to have motivation.
[00:44:33.680]So, if we know what our individual learners love and enjoy,
[00:44:37.320]then we can help use that to motivate them,
[00:44:40.834]to use communication appropriately.
[00:44:45.023]Another great strategy is always following through,
[00:44:49.267]just give demands or instructions one time,
[00:44:53.168]and then if the learner
[00:44:55.580]does not follow that instruction on the first time,
[00:44:58.377]you can give it one more time, but none after that.
[00:45:02.410]You're just gonna prompt,
[00:45:03.368]you're gonna follow through,
[00:45:04.769]because if we keep repeating, and repeating, and repeating,
[00:45:08.240]all that's teaching is that we can be ignored,
[00:45:12.130]and that what we say doesn't matter,
[00:45:13.700]and that's not what we wanna teach.
[00:45:15.490]So, if you're gonna give an instruction,
[00:45:17.240]be prepared to follow through on that instruction.
[00:45:20.502]Use effective prompts:
[00:45:22.760]a prompt is a support that helps the learner
[00:45:25.480]get the correct response to do it right.
[00:45:28.770]So, if you are thinking that you're prompting,
[00:45:32.254]but your learner isn't getting the correct response,
[00:45:35.089]then it's not technically a prompt.
[00:45:38.210]So, use effective prompts
[00:45:39.730]that help the learner get it right,
[00:45:41.630]and then you can fade those prompts
[00:45:43.260]for independent systematically later.
[00:45:46.026]Again, provide tons of choices,
[00:45:48.561]enrich the environment,
[00:45:51.219]there's lots of proactive strategies that we can use,
[00:45:54.530]this isn't an exhaustive list either,
[00:45:56.510]but these are just some ideas that we had.
[00:45:58.700]Make sure that those tasks are at your student's level,
[00:46:00.992]give some visual clarity and structure,
[00:46:03.850]this goes right along with those
[00:46:05.370]concise expectations and instructions,
[00:46:08.870]we're gonna just be very clear about what we are expecting.
[00:46:12.686]Alter how instruction is delivered.
[00:46:15.142]So, if it's the same thing every single time,
[00:46:18.540]if it's a worksheet all day, every day,
[00:46:21.466]that can cause challenging behavior
[00:46:23.477]just because it's not a varied task,
[00:46:26.011]so, we just need to mix and vary
[00:46:28.680]how we are giving instructions.
[00:46:31.630]Be organized and prepared,
[00:46:33.086]so, make sure that we're planning
[00:46:35.150]for those less structured times too,
[00:46:37.150]because we often see more challenging behavior then.
[00:46:41.930]When we consider strategies
[00:46:43.260]to directly teach these expected behaviors,
[00:46:45.725]we want to make sure that we are setting aside time
[00:46:48.854]to actually make sure that they are learning,
[00:46:53.697]that we are having the time to directly teach.
[00:46:56.809]We want to have them practice,
[00:46:59.049]and then we want to be able to give them feedback
[00:47:02.670]if we need to shape up that behavior
[00:47:05.504]so that it looks more and more like their peers,
[00:47:09.300]and then we want to
[00:47:10.210]immediately reinforce those skills repeatedly,
[00:47:14.212]because what we know when we reinforce skills,
[00:47:17.230]then it starts to help maintain
[00:47:20.300]and increase the future likelihood
[00:47:23.070]of those behaviors reoccurring again.
[00:47:26.180]So, we want to make sure that
[00:47:27.940]we are these replacement behaviors or other needed skills,
[00:47:33.307]and directly teaching them,
[00:47:36.760]giving them all kinds of opportunities to practice,
[00:47:39.530]and then reinforcing them.
[00:47:41.470]We also want to make sure that we work on generalization,
[00:47:45.210]if a student becomes an expert at something
[00:47:47.539]only within our walls,
[00:47:49.275]then we really are not being successful at all,
[00:47:52.072]we have to help them generalize the skills
[00:47:55.869]across people, across places, across materials and time,
[00:48:02.160]help our students to become very successful
[00:48:05.235]across all of these.
[00:48:10.340]Remember that behavior,
[00:48:12.398]whether it is expected or challenging,
[00:48:15.420]happens for the same functional reasons.
[00:48:19.210]So, it can be for attention, for escaping or avoiding,
[00:48:23.275]for sensory regulation reasons,
[00:48:26.500]or to access a specific tangible item or activity.
[00:48:30.550]And it's always no matter what,
[00:48:33.254]function it serves, it's always communication.
[00:48:37.762]So, as we directly
[00:48:40.090]teach these different functions,
[00:48:42.530]we want to, first,
[00:48:44.210]make sure that the student is calm
[00:48:46.100]and not engaged in challenging behavior.
[00:48:48.820]If the student's engaged in challenging behavior,
[00:48:51.240]that is absolutely not the time to teach,
[00:48:54.137]we always want to teach outside of problem behavior
[00:48:58.570]when the student is at optimal learning time.
[00:49:01.846]We want to make sure for replacement behaviors,
[00:49:06.740]that it is meeting that same need or that same function,
[00:49:11.815]and that it's at least easy or easier
[00:49:14.667]for the student to get that need met.
[00:49:19.120]So, if the student is needing attention, wanting attention,
[00:49:23.820]and they raise their hand,
[00:49:25.370]we are immediately within one to two seconds,
[00:49:28.480]gonna make sure that we are meeting that attentive need
[00:49:31.930]so that they don't feel like they have to escalate
[00:49:35.330]into that problem or that challenging behavior,
[00:49:38.100]because we want them to know that that hand raising
[00:49:41.380]works easier than the yelling or screaming.
[00:49:45.110]We want to break down the skills to our students level,
[00:49:48.460]make absolutely sure that we are using baby steps,
[00:49:53.110]we are not expecting them to jump up to perfection,
[00:49:55.909]we want to instruct them exactly what they need to do,
[00:50:00.125]not using too many words, right?
[00:50:03.000]If they are at one to two words,
[00:50:05.240]then we're gonna try to use
[00:50:06.740]as few words and visuals as possible,
[00:50:09.241]we're gonna model for them how to go through the skill,
[00:50:13.460]we're gonna prompt them,
[00:50:15.090]and remember, a prompt is truly only a prompt
[00:50:17.880]if it helps them to come to the correct skill
[00:50:21.020]that we're trying to train in.
[00:50:23.630]And then we're going to
[00:50:24.750]provide that immediate feedback repeatedly,
[00:50:27.422]we're gonna practice, practice, practice,
[00:50:29.698]use effective prompts,
[00:50:31.429]and then we got to make sure to work to fade them out,
[00:50:35.920]because we always want
[00:50:37.480]our students to be working towards independence.
[00:50:40.110]And then finally,
[00:50:44.380]we give more reinforcement
[00:50:46.400]any time the student does things more independently.
[00:50:49.910]So, the more independent your student is in that skill,
[00:50:53.650]the less prompting,
[00:50:54.826]then the more reinforcement that we want to do,
[00:50:58.340]so, that they can start to differentiate,
[00:51:00.407]"Wow, when I need help, she gives me quite a bit of praise,
[00:51:04.797]"but when I do it all by myself,
[00:51:06.870]"it's like this party goes on and this is amazing,
[00:51:11.087]"so, I'm gonna start to do it
[00:51:12.517]"more and more on my own without her help."
[00:51:18.087]And after you have had
[00:51:20.070]these wonderful, direct teaching opportunities
[00:51:23.160]across people, places, time, materials,
[00:51:28.080]we want to make sure to encourage
[00:51:32.120]continued use of those expected behaviors
[00:51:35.090]that have been taught and practiced.
[00:51:37.300]So, make sure that you are being consistent,
[00:51:39.567]this is so vital to seeing progress with changing behaviors,
[00:51:44.118]so, be consistent,
[00:51:45.830]and then also have contrast.
[00:51:47.560]There should be a clear difference for that learner
[00:51:50.511]when they use the expected behavior
[00:51:52.753]and what they get for that,
[00:51:54.645]versus when they use challenging behavior.
[00:51:57.870]When they use that expected behavior
[00:51:59.770]that you have taught and practiced,
[00:52:01.770]they should get that party that Meggin was talking about,
[00:52:04.780]it should be instant
[00:52:06.170]and they should get exactly what they want
[00:52:08.030]when they use that.
[00:52:09.220]But when they use challenging behavior,
[00:52:11.220]there should be that clear contrast,
[00:52:13.130]and it should be consistent
[00:52:14.177]that anytime they use challenging behavior,
[00:52:16.788]they just don't get what they want for that.
[00:52:19.467]So, expected behaviors,
[00:52:21.319]whether that is the replacement behavior,
[00:52:24.010]or those other expected skills
[00:52:25.660]that we've been building in and teaching,
[00:52:28.030]always should equal immediate access to what they want
[00:52:32.690]when we are first teaching those new skills.
[00:52:35.109]And then challenging behaviors
[00:52:37.670]should always equal no access to what they want
[00:52:41.303]when we are first teaching these,
[00:52:43.450]so, there should be that consistency and contrast.
[00:52:47.087]And remember, setting our student up for success
[00:52:50.713]is ultimately setting ourselves up for success.
[00:52:53.947]Make sure that you are building on
[00:52:56.750]what the student is already able to do,
[00:52:59.440]build on what is already working,
[00:53:02.000]and just continue to shape those skills up
[00:53:04.736]to become more and more expected,
[00:53:07.250]use all of your team members.
[00:53:09.850]So many people are good at
[00:53:12.130]finding the students' different strengths,
[00:53:14.290]so, make sure you're plugging in to find out
[00:53:16.630]what their fine motor strengths are
[00:53:18.670]versus their gross motor or speech strengths are.
[00:53:22.540]Use the values of the strengths of all of your team members,
[00:53:26.510]build on those relationships,
[00:53:29.020]not only with your student,
[00:53:30.720]but of all of the professionals around you:
[00:53:33.320]the parents, the entire team,
[00:53:35.733]work to effectively communicate
[00:53:37.745]to know that you value all of your team members
[00:53:40.983]so that it builds a cohesive team
[00:53:43.863]so that you can all work together to prepare and organize
[00:53:48.231]for this student success in the future.
[00:53:51.782]We are so thankful
[00:53:53.971]that we got to share this time with you today,
[00:53:56.967]and we know that
[00:53:58.497]as you work to set your students up for success,
[00:54:01.630]that you are ultimately setting yourself up for success.
[00:54:05.287]Yes.
[00:54:06.630]And don't try to tackle
[00:54:08.810]every single challenging behavior at one time,
[00:54:11.410]work with your team and baby steps for your team too.
[00:54:16.750]We have a couple of resources to share with you,
[00:54:20.312]these are linked in,
[00:54:22.519]and there is a list of
[00:54:24.390]just all of the strategies that we just reviewed,
[00:54:27.214]and then there's also a checklist of skills
[00:54:31.210]to make sure that you have directly taught your student,
[00:54:34.590]that's just gonna help set them up for that success.

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Strategies to Support Better Student Behavior

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