You Have to Build the Plane as You Fly It!: Core Components of an Evidence Based Behavior Support Program Part 1

Kaye Otten, PhD, BCBA Author

09/03/2021 Added

513 Plays

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Behavior Series Part 1

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[00:00:00.570]Okay.
[00:00:02.130]Okay.
[00:00:02.963]So, first thing I wanna say, is that I I'm a big sharer,
[00:00:06.240]so make a note of both my email and my website.
[00:00:10.620]Anything that you see here today if you want a copy of it,
[00:00:14.964]you're welcome to use the people's side
[00:00:16.600]so I can steal your stuff.
[00:00:17.790]And I said if you're gonna support kids
[00:00:19.130]with challenging behavior, absolutely.
[00:00:20.900]So, definitely make note of that.
[00:00:22.670]A little bit about my background,
[00:00:24.810]this was gonna be 90 minutes today,
[00:00:26.790]but now that we're down to an hour,
[00:00:28.600]I really wanna get through the content
[00:00:31.410]because I remember I started as a general education teacher,
[00:00:35.220]then I moved to be a special education teacher
[00:00:37.530]with a big chunk of that time as a co-teacher in a program
[00:00:41.420]for kids with challenging behavior back in the early '90s.
[00:00:44.470]And you'll meet my co-teacher from back then,
[00:00:47.160]Jodie Tagel, here in a few minutes.
[00:00:49.560]I'm gonna show you pictures of kind of my co-collaborators,
[00:00:52.320]so I really appreciate.
[00:00:54.600]I remember when I was faced with the challenge of doing this
[00:00:57.720]and I really wanted to have all the resources that I could.
[00:01:01.930]So, I've made it available in the handout.
[00:01:04.970]We will get through as much as we can.
[00:01:06.780]Some of it I'm gonna go through very quickly
[00:01:08.870]because I'm assuming it's somewhat of a review
[00:01:10.920]and there's other topics
[00:01:12.330]that I wanna hit a little bit stronger today
[00:01:15.350]as you're starting the school year.
[00:01:16.880]And then I wanna hear from you
[00:01:18.550]about the following three 90-minute sessions,
[00:01:22.920]what would you like to get more in depth on?
[00:01:25.610]So, today, it's gonna be a lot of talking,
[00:01:28.100]Ali is gonna handle the chat box for me,
[00:01:30.720]and she can jump in
[00:01:31.950]if it's something that I then need to also address.
[00:01:35.290]But we really wanna get you all of the,
[00:01:38.400]what I call the core components.
[00:01:40.970]So, what can you expect?
[00:01:43.994]I call the core components the engineering principles.
[00:01:46.170]If you were gonna build a building,
[00:01:47.930]you would have to follow the science of engineering, right?
[00:01:50.600]And then everybody is gonna have the autonomy,
[00:01:52.790]their building is gonna look a little bit different.
[00:01:54.480]If you're gonna provide good behavior support,
[00:01:56.670]you need to have all of the core components
[00:01:58.900]of behavior science.
[00:02:00.260]So, kind of talked about that next bullet.
[00:02:02.390]We have a lot of experienced teachers here
[00:02:05.210]that you're gonna have contact information for,
[00:02:08.180]we're gonna develop some free resources going forward.
[00:02:11.540]Ali and I are meeting tomorrow
[00:02:13.200]to kind of talk about next steps.
[00:02:15.240]So, these are the core components,
[00:02:16.270]I'm not gonna read them to you, you have it in your handout.
[00:02:18.320]Like I said, we have an hour.
[00:02:19.770]So, I realize that it's a lot,
[00:02:21.750]but I know you guys are up for the challenge.
[00:02:24.530]And again, anything you want more in depth information on,
[00:02:27.930]you have my email
[00:02:28.763]and I'm happy to do a Zoom or interact by email.
[00:02:32.490]I've kind of talked about the engineering
[00:02:34.750]versus the architecture.
[00:02:36.440]I'm not a new curriculum, new program,
[00:02:39.190]good practices and behavior science,
[00:02:41.600]and then providing good academic support
[00:02:44.550]has been around for a long time.
[00:02:45.990]It's just that education tends to wanna repackage it,
[00:02:49.120]reinvent the wheel and market it.
[00:02:50.590]So, this is all free stuff,
[00:02:53.000]it's based on good, good, good evidence-based practices
[00:02:56.120]and behavior science.
[00:02:56.953]So, we wanna work smarter, not harder,
[00:02:59.230]and we're gonna ask our experienced teachers
[00:03:01.790]that have been doing this for a long time.
[00:03:03.120]So, we're here for you,
[00:03:04.930]but we're encouraging you
[00:03:06.080]to also reach out to me come involved.
[00:03:08.820]So, here are my co-collaborators,
[00:03:10.810]thank you so much for being here today.
[00:03:13.130]So, I already talked about Ali,
[00:03:15.930]she is a BCBA special ed teacher supporting people in Omaha.
[00:03:21.160]Jodie was my co-teacher,
[00:03:23.230]and we actually coauthored a book together
[00:03:25.510]that a lot of this information is gonna be based on.
[00:03:28.260]And for the sake of time,
[00:03:29.170]I'll let you read all of those names,
[00:03:30.770]but we will follow up with contact information
[00:03:33.730]of these very, very experienced teachers.
[00:03:36.190]You have a lot of wealth of knowledge
[00:03:38.280]right there on that screen.
[00:03:39.270]So, thank you for all of those co-collaborators
[00:03:42.770]that are with us on this project.
[00:03:44.750]So, very, very quick review.
[00:03:46.760]I'm assuming most of you
[00:03:48.100]have heard about the function-based assessment.
[00:03:50.290]I call it function-based thinking
[00:03:51.690]because I'm always thinking functionally,
[00:03:53.660]not just when I'm doing a formal assessment,
[00:03:55.790]but we start with those ABCs, right?
[00:03:57.730]ABCs of behavior.
[00:03:59.310]We were starting to read,
[00:04:00.250]we would start with the ABCs of reading.
[00:04:02.190]So, we're starting with ABCs of behavior,
[00:04:03.820]so, antecedents behavior consequences.
[00:04:06.770]Like I said, probably a review to most people,
[00:04:09.220]I like to have slides that you can also use to describe,
[00:04:12.150]or explain things to other people on your team,
[00:04:15.400]or the people supporting you.
[00:04:16.550]So, setting events, I call that,
[00:04:18.462]it's gonna be a bad day when?
[00:04:20.000]Or what shakes up the Coke can.
[00:04:21.640]So, we know
[00:04:22.473]that there are things that happen in a person's life,
[00:04:24.580]and it's just, I always say just gets them in a bad mood
[00:04:26.810]and then they can't handle things
[00:04:28.270]that maybe the day before they would be able to handle.
[00:04:30.770]So, that leads us to that triggering antecedent,
[00:04:32.930]which I call the straw that broke the camel's back, right?
[00:04:35.710]So, they have changes, something sets them off,
[00:04:37.970]but most of the time,
[00:04:39.010]it's because they've experienced some sort of setting event.
[00:04:41.890]And then the maintaining consequences.
[00:04:44.960]Maintaining consequences,
[00:04:46.230]basically is, what do they get out of it?
[00:04:47.990]What pays them off?
[00:04:49.010]Or the reinforcement.
[00:04:50.170]And we are gonna get into, that leads into function.
[00:04:54.320]Because when I say consequence,
[00:04:55.530]a lot of people think punishment,
[00:04:56.860]but we know that consequence just means it happens after.
[00:05:00.230]So, it can be reinforced,
[00:05:01.660]or it can increase the likelihood of that behavior
[00:05:03.650]in the future, or it can be a punisher.
[00:05:05.780]So, making sure that people understand that it doesn't,
[00:05:08.200]it just mean punishment.
[00:05:09.610]So, when we're talking about the science,
[00:05:13.500]this is very helpful,
[00:05:15.260]every time I present, when I say this,
[00:05:16.840]you can just see light bulbs go on in people's heads.
[00:05:19.450]So, reinforcement and punishment
[00:05:22.800]can be positive and negative.
[00:05:24.670]And so, if you're able to take notes
[00:05:26.410]on the side of your handout,
[00:05:27.530]I want you to write the words good and bad
[00:05:29.860]and cross them out.
[00:05:31.470]And then I want you to write the words, add and subtract,
[00:05:35.070]and I want you to circle them.
[00:05:36.220]Because positive and negative in this context
[00:05:38.680]does not mean good or bad, it means add or subtract.
[00:05:41.600]So, if we're talking about positive reinforcement,
[00:05:44.780]something is added afterwards that they like.
[00:05:47.890]If we're talking about positive punishment,
[00:05:50.390]something is added after they don't like.
[00:05:53.060]And so, therefore, to not experience that thing again
[00:05:56.830]that they like,
[00:05:57.663]they're less likely to engage in that behavior.
[00:06:01.890]On the other side,
[00:06:03.000]negative reinforcement means they're losing something,
[00:06:05.740]something is being taken away, right?
[00:06:08.840]That they didn't like.
[00:06:11.220]So, their life just got better,
[00:06:13.500]punishment is the same way, something is taken away,
[00:06:17.920]negative punishment, that they liked.
[00:06:19.600]So, say when you ground your teenager,
[00:06:22.020]they don't get to have access to their social life.
[00:06:26.520]So, the other thing to think about,
[00:06:28.650]is a lot of times,
[00:06:29.700]people are kind of hard wired to a punisher.
[00:06:34.270]So, threatening to take recess
[00:06:36.350]or something along those lines.
[00:06:37.960]We can reframe it and stay in that positive relationship.
[00:06:41.820]I'm talking about,
[00:06:42.653]if you do this, these good things are gonna happen,
[00:06:44.900]versus if you don't do this, you're gonna lose it.
[00:06:47.880]So, when we're thinking functionally,
[00:06:49.500]thinking about those four basic functions of behavior,
[00:06:52.970]attention, escape, access to tangibles and sensory,
[00:06:57.674]when I'm doing my Behavior Program development,
[00:07:00.500]I think about those functions
[00:07:02.280]from the design of the program.
[00:07:04.380]So, how can I teach all of the individuals in my program
[00:07:08.130]how to get attention appropriately,
[00:07:09.810]how to get short, temporary escape,
[00:07:12.150]or why do you wanna escape it asking for help?
[00:07:14.940]How do you get the things that you want?
[00:07:16.330]Not only access to tangibles,
[00:07:17.740]but other things that you want.
[00:07:18.820]And then what kinds of sensory needs do you have?
[00:07:21.650]Having people be aware of those
[00:07:22.877]and how they would get access to the sensory input.
[00:07:25.700]So, rather than thinking of it
[00:07:27.000]as I have to always do a full fledged assessment,
[00:07:29.580]we're just gonna plan for that right at the beginning.
[00:07:31.800]So, one of my favorite sayings
[00:07:33.230]is you never say no without a goal,
[00:07:34.500]you never say stop doing something
[00:07:36.800]without teaching them what to do instead
[00:07:39.010]to meet the function of that behavior.
[00:07:40.620]So, a common example, if somebody somebody's goofing around,
[00:07:44.900]poking their peer, right?
[00:07:47.480]To gain attention,
[00:07:48.630]we would simply wanna give them a replacement behavior
[00:07:50.570]right in the moment, hey, say, play with me.
[00:07:52.440]I was watching one of my supervisees actually earlier today,
[00:07:55.530]and she was doing that all the time.
[00:07:57.370]She was thinking about,
[00:07:58.220]okay, what's the function of this behavior?
[00:07:59.580]And then she was just prompting her students to do that
[00:08:02.410]in a more appropriate way,
[00:08:03.460]to meet that function in a more appropriate way.
[00:08:06.170]So, this is the book that Jodie and I wrote,
[00:08:08.530]I'm not pushing my book, but a lot of times people are like,
[00:08:10.700]well, why didn't you tell us there was that resource?
[00:08:12.330]So, that resource is available 10 years ago, I think it was.
[00:08:16.120]And I, at the time that we published the book,
[00:08:19.010]I kind of used this with a graphic organizer, if you will,
[00:08:22.880]and it's still is one that I use today.
[00:08:25.020]It seems to simplify things in my mind
[00:08:27.330]that I have to start first with instruction,
[00:08:29.600]then I think about prevention,
[00:08:30.740]I think about those setting events
[00:08:31.840]and triggering antecedents and what I could do in that way
[00:08:34.550]to prevent the problem behavior from happening,
[00:08:36.430]or the challenging behavior.
[00:08:37.960]Then I think about,
[00:08:39.080]okay, I wanna reinforce what I wanna see again.
[00:08:42.220]And the thing that I don't wanna see again,
[00:08:44.940]I don't want it to be punitive necessarily,
[00:08:47.250]but definitely a minimal reinforcement,
[00:08:50.760]and we'll talk about that in the guiding principles.
[00:08:54.000]So, undesirable, not something they want,
[00:08:56.230]it shouldn't be reinforcing.
[00:08:58.410]So, this gets into, and when I kind of looked at my notes,
[00:09:02.750]when I was thinking about,
[00:09:03.820]I gotta cut this down a little bit,
[00:09:07.840]I'm gonna kind of hit the ones that...
[00:09:10.560]You guys can read those on your own,
[00:09:12.260]but I'm gonna kind of hit the ones
[00:09:13.470]that often people kind of get tripped up on.
[00:09:16.720]So, fourth bullet down,
[00:09:18.840]making sure that when we're teaching them
[00:09:21.020]what we want them to do instead, right?
[00:09:23.090]We're practicing it,
[00:09:24.460]why they should do it,
[00:09:27.530]not just so they don't get in trouble.
[00:09:29.000]So, we have to make this about them and their goals
[00:09:31.620]and what they need and what they want.
[00:09:33.760]So, rather than it being about us,
[00:09:35.640]or that they'll be in trouble,
[00:09:37.670]it's I want you to get what you want.
[00:09:39.720]So, that's how I'm gonna structure it.
[00:09:41.110]If you engage in these behaviors,
[00:09:42.890]it's gonna lead you to these things
[00:09:44.240]that I know that you want.
[00:09:46.000]We kind of talked about the next one.
[00:09:47.410]And then this concept of coaching.
[00:09:49.150]So a lot of times what I have teachers told me,
[00:09:51.890]is, well, they know how to do it 'cause they told me,
[00:09:53.740]but then they didn't do it
[00:09:55.060]when they actually were in the situation.
[00:09:56.930]So, the analogy that I give, I played volleyball, right?
[00:09:59.940]So, we drilled
[00:10:02.010]and we broke it down into bump, set, spike, serve, block.
[00:10:06.190]And then when I get into the game,
[00:10:07.980]my coach doesn't go away, right?
[00:10:09.900]He or she, they're prompting me, they're cheering me on,
[00:10:12.900]sometimes we need to take a time out, we need to regroup.
[00:10:16.000]So, thinking always with instruction,
[00:10:17.860]we're trying to get to fluency in actual,
[00:10:20.480]real-life situations.
[00:10:21.640]So, we think about that
[00:10:22.550]as you're always gonna be the coach on the side.
[00:10:26.570]And then the concept of discipline is it means to teach,
[00:10:30.040]the core word of discipline is disciple.
[00:10:32.430]So, a disciple is somebody who is learning, right?
[00:10:35.450]So, to discipline means to teach,
[00:10:38.420]a disciple as a student,
[00:10:39.630]not a recipient of behavioral consequences.
[00:10:42.273]So, the prevention guiding principle,
[00:10:44.560]all those things that are happening before,
[00:10:46.680]sometimes we can remove them.
[00:10:48.120]Like if a student is hungry in the morning,
[00:10:49.970]we can give them breakfast for sure.
[00:10:51.930]Sometimes we can't remove them,
[00:10:53.440]like somebody they're setting a vendor
[00:10:55.650]triggering antecedent is the weather.
[00:10:57.280]They don't like bad weather,
[00:10:58.990]so, we can't do anything about that.
[00:11:00.610]If we can't do anything about that,
[00:11:02.080]then we need to provide more structure, supervision,
[00:11:04.390]encouragement, reinforcement.
[00:11:05.880]So, we know it's a hard situation.
[00:11:07.810]I know this is hard, how can I help you?
[00:11:10.730]And I'm thinking
[00:11:11.563]about the guiding principles of reinforcement,
[00:11:14.040]this is pretty much common sense,
[00:11:16.110]we wanna make sure we give as much attention
[00:11:18.360]to the appropriate behavior,
[00:11:20.360]minimize what we give to the inappropriate behavior,
[00:11:22.930]or challenging behavior, trying to stay
[00:11:24.370]on that four to one positive, negative ratio range, right?
[00:11:27.960]To build that positive relationship.
[00:11:31.250]And then this one,
[00:11:32.083]I wanna go into in a little bit more detail.
[00:11:35.190]So, what happens after?
[00:11:36.190]Problem behavior needs to be neutral or not reinforcing,
[00:11:38.730]but it also needs to teach the missing skill.
[00:11:40.890]So, we're trying to be instructional, not punitive,
[00:11:43.460]they're not in trouble,
[00:11:44.370]but they need to practice those missing or weak skills
[00:11:47.100]to be successful.
[00:11:47.933]So, if I had somebody that didn't know how to read,
[00:11:51.240]I would give them extra reading intervention.
[00:11:53.350]If they're not knowing how to behave appropriately,
[00:11:55.510]they're gonna get more behavioral intervention.
[00:11:57.850]So, our key message,
[00:11:58.850]is I care too much about you
[00:12:00.090]not to teach you the skills you will need to be successful.
[00:12:02.830]And then making sure that we set it up ahead of time
[00:12:04.980]so that they have an informed choice.
[00:12:07.830]You tell them right from day one,
[00:12:09.389]this happens, these good things can happen,
[00:12:11.970]if this happens, and this is how I'm going to respond.
[00:12:14.520]And also if they have precursor behaviors,
[00:12:16.900]the story that I always tell,
[00:12:17.950]is I had a student
[00:12:18.870]that he went from zero to 100 very, very quickly.
[00:12:22.160]And I knew he was either gonna be a completely lovely,
[00:12:26.960]compliant, wonderful student,
[00:12:29.110]or we were gonna go down that bad road.
[00:12:32.660]So, his first little precursors
[00:12:34.165]were he would start to play the, I-don't-know game.
[00:12:37.000]So, say I asked him, what is three plus five?
[00:12:40.220]He would say 10.
[00:12:42.520]I would say, okay, you need to move over to the safer area
[00:12:46.130]because he was really hard to move,
[00:12:47.470]he was a rather large student.
[00:12:49.100]So, he could tell you,
[00:12:51.090]yes, I need to do whatever when I do these little behaviors
[00:12:55.459]so it doesn't get to the big behavior.
[00:12:57.330]So, often that happens with kids with challenging behavior,
[00:13:00.440]and that's okay.
[00:13:01.273]If that precursor is consistent and we have data on it,
[00:13:03.690]we can intervene at that precursor level.
[00:13:06.410]Our ultimate goal,
[00:13:07.243]is we wanna develop that cause and effect.
[00:13:09.295]So, realizing there's a connection
[00:13:11.380]between their behavior and the consequences
[00:13:13.410]develops that self responsibility.
[00:13:16.420]We're not trying to control them,
[00:13:17.590]that avoids power struggles
[00:13:20.660]for trying to teach them how the world works
[00:13:22.280]so they can get what they want out of their life.
[00:13:24.960]So, related, respectful and reasonable.
[00:13:29.510]For starting the school year,
[00:13:30.500]especially prioritizing safety,
[00:13:32.140]making that a big focus at the beginning
[00:13:33.860]that you're teaching the students about safety,
[00:13:36.030]or developing that instructional control,
[00:13:38.730]I know that Carrie and Sallye,
[00:13:40.130]one of the things that I was impressed with
[00:13:41.760]in their program, is they have celebrations for safety.
[00:13:46.110]So, one of the most common things that I do
[00:13:49.360]if it's a student that can cognitively understand it,
[00:13:51.950]is I start what's called a DRO,
[00:13:53.890]or differential reinforcement of other behavior,
[00:13:57.010]if they're safe for that day,
[00:13:59.150]then they get to take a celebration note.
[00:14:01.990]They can choose email, text, note home,
[00:14:05.260]and then they have a celebration at home for a safe day.
[00:14:07.390]So, I work with the parents on that,
[00:14:08.900]I would never just do that and spring it on them,
[00:14:10.660]we might have a meeting.
[00:14:12.180]Okay, these are the things that we can generate
[00:14:14.640]for a home-celebration menu,
[00:14:16.340]maybe you stay up a little bit later at night,
[00:14:18.030]you get an extra story,
[00:14:18.920]you get to choose what we have for dinner,
[00:14:20.740]he has shoot hoops with dad.
[00:14:22.360]And then there's not a penalty if you don't get it,
[00:14:24.990]but there's a celebration if you do,
[00:14:26.220]and I've found that to be a very simple thing.
[00:14:28.410]And then having some kind of safety club
[00:14:29.920]with weekly or monthly celebration events.
[00:14:32.470]And then proactively prepare
[00:14:33.905]for other students to continue with their day productively
[00:14:36.730]if a crisis occurs.
[00:14:37.610]So, in my classroom, what that looks like,
[00:14:40.090]is I had a code word that I used,
[00:14:42.860]and I said, are you gonna choose to help me?
[00:14:44.770]So, the other kiddos that were not,
[00:14:47.110]if I was having somebody escalate to an unsafe level.
[00:14:50.200]The other students knew that meant,
[00:14:51.750]go get your purple folders.
[00:14:53.050]In that purple folder, we had maintenance tasks,
[00:14:55.670]things that they could pretty much do independently.
[00:14:57.990]And then they reported to whoever their gen ed room was,
[00:15:01.720]or their buddy room was that had been previously assigned.
[00:15:04.600]So, my teachers, my collaborators teachers,
[00:15:08.610]when they saw my student
[00:15:09.890]arrive at the door with a purple folder,
[00:15:11.780]they knew come on in, be a part of our classroom,
[00:15:14.290]so, we didn't have kind of that affective,
[00:15:18.000]it just all starts unraveling, right?
[00:15:20.180]I also had a clipboard right at the door of my classroom.
[00:15:24.210]And if I called for help,
[00:15:26.110]I had a code word that I could call either on the phone,
[00:15:30.100]or over the loud speaker, or on my walkie-talkie
[00:15:33.620]that every adult in the building knew,
[00:15:35.280]okay, they're gonna come to my room,
[00:15:37.980]and somebody is gonna take that clipboard
[00:15:40.100]and it had fun activities they could do
[00:15:42.240]different parts of the school.
[00:15:43.180]So, maybe there was something in the cafeteria,
[00:15:44.870]or something on the playground.
[00:15:46.410]And so, then the other kids went on with their day,
[00:15:48.820]they would go home. And rather than saying,
[00:15:50.480]Johnny disturbed our whole class,
[00:15:52.020]they would say,
[00:15:52.853]we got to do this real cool activity with the principal.
[00:15:54.870]So, think about those safe things,
[00:15:56.790]right from the very get-go
[00:15:58.940]because that should be the absolute number one priority.
[00:16:03.240]Talking about agreements, procedures,
[00:16:05.960]routines on foundational skills.
[00:16:07.430]So, teaching those right away.
[00:16:09.600]So, we know what teaching looks like,
[00:16:11.310]I'm not gonna read that to you.
[00:16:12.920]But think about all of the things
[00:16:14.713]that you would need to teach the kids
[00:16:16.600]right at the beginning of the school year.
[00:16:19.046]So, again, not reading those to you,
[00:16:20.990]you have those for your reference.
[00:16:22.690]Also incredibly, incredibly important
[00:16:25.410]that we have student engagement
[00:16:27.120]and appropriate learning tasks.
[00:16:29.170]Probably the number one thing that I see.
[00:16:30.920]And actually my supervisee is experiencing this right now
[00:16:34.190]as many of you probably are
[00:16:35.550]because she doesn't quite have enough adult help,
[00:16:38.410]is when they're not engaged,
[00:16:39.900]it starts unraveling pretty quickly,
[00:16:41.580]it starts getting contagious really quickly.
[00:16:43.300]So, we have to make sure
[00:16:44.330]that we have a really well-planned schedule.
[00:16:47.350]So, what I would look at,
[00:16:48.750]is what kind of things are acquisition, right?
[00:16:52.340]So, you're just getting started with learning.
[00:16:55.270]So, we wanna focus on errorless learning
[00:16:57.600]and error correction and queuing and prompting and shaping,
[00:16:59.890]and we'll talk about that in a little more detail.
[00:17:02.180]Then if they're getting almost proficient,
[00:17:04.060]so, they're at that 90 to 100% range,
[00:17:06.980]then that might be something
[00:17:08.260]that you could have what I call teacher's aid.
[00:17:11.500]So, those could be paraprofessionals,
[00:17:12.705]those could be volunteers,
[00:17:14.250]it might even be a higher level peer,
[00:17:16.730]or a reverse mainstreaming situation where they're coming in
[00:17:20.240]where they can get them to fluency.
[00:17:21.820]And then we have to maintain it over time.
[00:17:23.570]So, how do we have maintenance checks in there
[00:17:25.470]and periodic practice
[00:17:26.910]so that they don't lose that skill once they get it?
[00:17:31.080]So, scheduling is incredibly important.
[00:17:34.750]So, again, kind of breaking up those tasks.
[00:17:37.134]And then making sure that everybody knows
[00:17:39.220]exactly what they should be doing at every moment.
[00:17:41.560]So, just some tips for doing that.
[00:17:43.780]Schedule things that are unflexible first,
[00:17:45.970]group things according to what you have to lead,
[00:17:48.220]what could the teachers lead
[00:17:49.526]and what could they do independently, right?
[00:17:51.900]'Cause we know that teaching others
[00:17:53.211]is one of the best ways to learn.
[00:17:54.880]So, think about those maybe higher-level kids or older kids,
[00:17:57.950]you can have them teach something that was just learning,
[00:18:02.120]something they have mastered,
[00:18:03.140]that's still good learning for them.
[00:18:04.911]So, this is as an example of a format,
[00:18:06.640]this is a multi grade level classrooms.
[00:18:09.770]So, we have a second grader,
[00:18:10.660]third grader, two fourth graders, a fifth grader,
[00:18:12.760]you can see that.
[00:18:13.870]So, each of them adult has a color,
[00:18:17.163]and it's very clear who's gonna be with what student
[00:18:21.370]each 30-minute period of the day.
[00:18:23.210]Now, the white means that they're working independently.
[00:18:26.670]And we can absolutely expect kids to work independently
[00:18:29.250]as long as we teach them independent work skills.
[00:18:31.340]So, I would absolutely recommend doing this,
[00:18:34.810]this has been an absolute lifesaver game-changer
[00:18:37.620]for several of the students,
[00:18:38.800]or several of the teachers that I support
[00:18:40.740]to then take that schedule
[00:18:42.750]and have a place in your classroom
[00:18:44.300]where you can have it up on a wall and it's movable.
[00:18:47.330]So, this is all Velcroed, so that if something changes,
[00:18:51.640]and it often does in the middle of the day,
[00:18:53.890]you could easily change, the adults change,
[00:18:56.870]the kids change what they're doing, right?
[00:18:59.280]And that everybody
[00:19:00.180]that is supporting your classroom can come in
[00:19:01.850]and in a glance,
[00:19:03.340]they can see exactly where everybody's supposed to be
[00:19:05.910]when the speech language pathologist comes in
[00:19:07.740]and they need to take Tommy,
[00:19:09.070]well, what they know at 8:25,
[00:19:10.570]where Tommy is and who Tommy is with.
[00:19:13.100]If you have to change things and you don't have to reprint,
[00:19:15.780]that takes a lot of time.
[00:19:16.830]So, I'd absolutely recommend having a paper copy
[00:19:19.700]and having a wall copy.
[00:19:21.960]So, we kind of talked about these things
[00:19:23.257]and you guys can read those.
[00:19:25.450]I'm gonna get a little bit more into our errorless teaching,
[00:19:29.130]or error correction.
[00:19:30.830]So, if you have gone through
[00:19:31.960]any of the verbal behavior training,
[00:19:33.910]which I know many of you have,
[00:19:35.510]this is probably gonna be review for you.
[00:19:37.955]But when I learned this procedure,
[00:19:40.790]prompts, transfer, distract, checks.
[00:19:42.460]So, first you tell them, right?
[00:19:44.670]So, if I'm having them learn a sight word,
[00:19:47.100]I show them a sight word and I tell him them what it is.
[00:19:49.650]Then I transfer it to unprompted.
[00:19:51.960]So, I show up again and I don't prompt them.
[00:19:54.840]Then I ask them a couple of things I know they know,
[00:19:57.250]and then I come back and show them the word again
[00:19:58.920]and see if they remember that.
[00:20:00.670]So, when I learned the errorless teaching procedure,
[00:20:03.270]I went around to all of my learning centers,
[00:20:05.290]all of my special ed teachers and taught them this
[00:20:08.260]because you can use it for all kinds of things,
[00:20:10.810]spelling words, Math Fact site, words, vocabulary,
[00:20:13.360]I used it when I was teaching college,
[00:20:15.190]I taught them to do it to themselves
[00:20:17.040]and have it as a self-study process.
[00:20:19.280]So, I'd absolutely teach this to all of your teachers aids
[00:20:23.020]'cause that's easily something that they could lead
[00:20:26.270]when you need to be with some of those kiddos
[00:20:28.160]that are getting that initial instruction.
[00:20:30.060]And this is the cold probe.
[00:20:31.910]Again, it would apply to anything that you're doing
[00:20:35.299]using that errorless teaching process.
[00:20:37.780]So, it just means that every morning
[00:20:39.820]when you have your learning targets that you're working on,
[00:20:42.330]that the ones that are active
[00:20:44.850]you quick see if they know it.
[00:20:46.900]If they get it right, they get a yes.
[00:20:49.230]And if they get three yeses in a row,
[00:20:51.210]then we move that into a Mastered Item, or an Easy Item.
[00:20:55.170]So, a lot of this is, is familiar to some of you.
[00:20:58.280]If you're gonna have it, the independent practice,
[00:21:00.550]we have to teach kids how to work independently.
[00:21:03.630]And two big things with working independently,
[00:21:06.590]is what to do when I'm stuck, and what to do when I'm done.
[00:21:09.590]So, I rather than have
[00:21:12.008]a raise your hand and wait to be called on system.
[00:21:15.570]I often use the cup system
[00:21:17.830]because as a teacher, I'm scanning the room, right?
[00:21:20.590]And the kid is raising his or her hand,
[00:21:23.740]but eventually, the hand gets tired,
[00:21:25.600]it never fails that it's when I do the scan,
[00:21:28.130]is when the kid put the hand down.
[00:21:29.780]So, I really liked the system, it's really simple.
[00:21:32.430]Green means I'm working away just fine,
[00:21:34.460]yellow means I'm kind of struggling
[00:21:36.290]and I might need the help or check in,
[00:21:38.270]and red means I'm completely stuck, please help me.
[00:21:41.575]All right.
[00:21:42.408]And then what can I do when I'm done?
[00:21:43.770]So, all of these things
[00:21:45.380]going down to an independent learning project,
[00:21:47.390]so, I can use an independent learning project
[00:21:49.510]as a natural reinforcer.
[00:21:51.090]So, I had a kid who had a really hard time staying on task,
[00:21:53.710]but he loved to look up the Latin names of plants.
[00:21:56.300]So, great.
[00:21:57.800]When you get all of this done that I'm assigning you,
[00:22:00.610]you can go to your learning free time menu
[00:22:03.270]and you can look up the Latin names of plants.
[00:22:05.430]So, if you want,
[00:22:06.450]I actually had a PowerPoint that had live links,
[00:22:10.340]email me, I'm happy to show,
[00:22:12.110]I'm happy to share that with you.
[00:22:13.360]So, just some ideas
[00:22:14.860]of how we can build in some maintenance things.
[00:22:18.720]And then you're gonna have to have some motivation.
[00:22:21.350]So, thinking about how we can use reinforcement creatively.
[00:22:25.770]When Jodie and I were teaching together,
[00:22:27.290]we had a weekly honor roll that encouraged kids
[00:22:29.800]to give their best effort the first time,
[00:22:31.840]if they did all of their assignments that week
[00:22:34.640]at 80% or above the first time,
[00:22:36.420]then they got to be recognized on the honor roll,
[00:22:39.910]which had a specific reinforcer.
[00:22:44.450]Embed interests, and preferences.
[00:22:47.000]Choices, research shows that if you embed choices,
[00:22:50.270]what order you do things in.
[00:22:52.970]One of my favorite things is,
[00:22:54.390]are you ready to start now, or do you need a minute?
[00:22:56.630]That's a choice, it gives them some feeling of control.
[00:22:59.070]Places to work, all of those things.
[00:23:00.960]So, wherever you can embed choices
[00:23:02.500]that's gonna give us higher level of compliance.
[00:23:06.850]Then also think about those four functions.
[00:23:08.530]So, escape, how can we structure some escape?
[00:23:11.760]Do one, skip one, you do one, all do one.
[00:23:13.747]How do we have a short break system
[00:23:16.540]if you need a quick break?
[00:23:17.740]So, I have some visuals there.
[00:23:19.970]Punch cards.
[00:23:21.050]I use this a lot for kids that didn't wanna silent read,
[00:23:23.710]didn't wanna do their homework, I would punch.
[00:23:26.350]If you do it so many times you get out of it.
[00:23:28.320]So you you know it's escape motivated
[00:23:30.330]that might be something that you could put into place.
[00:23:33.150]And then on task self-monitoring,
[00:23:35.880]I wish every teacher knew about this.
[00:23:37.770]So, this comes from a book called "Tough Kid Tool Box."
[00:23:42.050]So, basically we're task analyzing,
[00:23:44.040]what does it mean to stay on task?
[00:23:45.680]Then we have a queuing system,
[00:23:47.670]and I used to have to ding myself
[00:23:50.400]like those old fashioned tape recorders, like we used to,
[00:23:52.870]okay, I'm gonna wait for the song I like on the radio.
[00:23:55.340]But now we have all kinds of apps that make this easier.
[00:23:57.850]So, you have some kind of a random system going.
[00:24:02.270]And then the student has what we call a Chart Move.
[00:24:04.460]So, I'm gonna show you a real life one on my next one.
[00:24:06.600]So, the first week of school,
[00:24:08.180]I'm gonna get pictures of things I like,
[00:24:09.990]things that motivate me,
[00:24:10.823]this particular kid liked race cars,
[00:24:12.890]we can print on, we can look at magazines,
[00:24:15.560]however you wanna do it.
[00:24:16.540]And then they did a dot to dot around it,
[00:24:19.190]smaller dots and then a larger dot every so often.
[00:24:22.810]And then I laminate it
[00:24:23.980]and it gave him a piece of (indistinct)
[00:24:25.650]So, if we were doing independent work time,
[00:24:27.500]or they were having a difficult time staying on task,
[00:24:29.300]I said, get a chart moves, I would start the queuing system.
[00:24:32.140]Every time the queue went off, they would connect a dot.
[00:24:34.530]If they got to a large dot, they got a break.
[00:24:36.610]And if they got all the way around,
[00:24:37.710]they got a larger reinforcer.
[00:24:40.690]We know that one of the most common antecedents
[00:24:43.270]to challenge you behavior is writing.
[00:24:45.300]So, thinking about that,
[00:24:46.580]what could you do in the area of writing
[00:24:50.470]to make it more reinforcing and less inversive?
[00:24:53.250]So, tech speak, I know a lot of teachers hate that,
[00:24:55.470]but I'm like, it's here to stay,
[00:24:57.140]they don't have to write as much
[00:24:58.320]different kinds of writing services and writing utensils.
[00:25:01.710]I had one kid that would not write at all,
[00:25:03.940]but if I put the worksheet into a plastic sleeve
[00:25:07.730]and gave him a marker, he would do it because it felt better
[00:25:10.590]and he could choose the color and then I could laminate it.
[00:25:15.330]On the right hand side,
[00:25:16.870]the one that people need to kind of be explained,
[00:25:19.460]the handwriting self-monitoring.
[00:25:20.850]So, sometimes I have kids that are perfectionists
[00:25:23.400]and they wanna write everything perfect.
[00:25:26.260]So, I showed them 'cause we modeled doing it perfectly,
[00:25:30.120]so, they think they need to do it perfectly.
[00:25:32.020]Well, when I see that happening, I showed them my notes,
[00:25:35.220]and they're like, oh my gosh, your handwriting is terrible.
[00:25:37.400]I said, well, I don't write perfectly all the time,
[00:25:39.970]I only write perfectly for certain situations.
[00:25:41.870]So, that's part of that helping them with context.
[00:25:44.078]I said, I write perfectly when I'm teaching you handwriting,
[00:25:46.230]and I write perfectly when I'm addressing invitation,
[00:25:49.360]or maybe if I'm writing a letter to my grandma,
[00:25:51.410]but most of the time I'm just doing my everyday handwriting.
[00:25:53.350]So, I have them write three sentences,
[00:25:54.730]one says, this is my everyday handwriting,
[00:25:57.570]this is my best handwriting,
[00:25:58.790]and this is my sloppy handwriting.
[00:26:00.660]Laminate it, and I use it as a self-monitoring check
[00:26:03.130]if they're being perfect.
[00:26:04.067]And like if it doesn't look like your everyday handwriting,
[00:26:06.200]then you're not doing it right.
[00:26:07.770]And perfectionist wanna do it right.
[00:26:09.360]So, we have to say
[00:26:10.193]you're doing it wrong if you're doing it perfectly,
[00:26:13.190]if that makes sense.
[00:26:14.990]So, that's when people often are in a aha moments.
[00:26:17.860]So, transition helpers, there's lots of different ones.
[00:26:20.510]Basically, it helps them know
[00:26:22.720]how much time before I get access to my reinforcer,
[00:26:25.890]or how much time do I have to endure this thing before?
[00:26:29.480]Or how much time do I have left
[00:26:30.860]on my video game or whatever?
[00:26:32.210]So, you can use it in a variety of ways,
[00:26:34.170]there's lots of different apps now that are free.
[00:26:38.060]I put this one in here because a lot of people say to me,
[00:26:43.534]what's the research behind it?
[00:26:45.200]What's the research behind it?
[00:26:46.230]And I totally get that.
[00:26:47.190]So, what I did,
[00:26:48.210]is I looked at some common BCBA topics
[00:26:52.160]that we talked about, behavioral skills training,
[00:26:53.650]teaching interaction procedure,
[00:26:55.820]and then I took the basic lesson plan process
[00:26:58.850]that I've always used
[00:26:59.880]since I started teaching a long time ago
[00:27:01.590]and we have in the book.
[00:27:02.750]And basically if you compare across the three,
[00:27:05.340]just like everything,
[00:27:06.320]a lot of times,
[00:27:07.153]really good teachers figure out what works
[00:27:08.970]just by survival, right?
[00:27:10.910]Trial and error,
[00:27:12.772]then research comes along and invalidates it.
[00:27:15.590]So, I just wanted to kind of show
[00:27:16.680]the social skills lesson format
[00:27:19.270]that I recommend does have a lot of similarities
[00:27:23.170]to those things that are being researched
[00:27:24.570]'cause I'm not a researcher.
[00:27:25.960]So, my process, I didn't have curriculum.
[00:27:28.380]So, basically anything I was teaching the kids,
[00:27:30.368]I would break it into steps,
[00:27:31.930]I would have them help me, right?
[00:27:33.820]Let's break it down, have them create their own visual.
[00:27:36.690]So, I didn't use Boardmaker and all that stuff, they did it.
[00:27:39.240]Or they could find pictures that'll be on Google images,
[00:27:41.910]that kind of thing.
[00:27:42.950]Then we would role play it, videotape it,
[00:27:45.133]take pictures on how to do it correctly and print them off,
[00:27:48.180]discuss non-examples if needed,
[00:27:49.650]so, you could have them sort examples and non-examples.
[00:27:51.830]And then I had them keep a notebook
[00:27:53.800]so their visuals all went in their notebooks
[00:27:55.720]so they could reference it in the future.
[00:27:59.860]So, some priority things
[00:28:01.160]to hit right at the beginning of the school year,
[00:28:03.100]we talked about safety, how to help in a crisis.
[00:28:05.440]You guys can look at that list,
[00:28:06.960]but thinking about things that also meet those functions.
[00:28:10.030]So, if you wanna escape, how do you get a break, right?
[00:28:12.890]How do you get what you want?
[00:28:14.130]Those tangible things that you're wanting or needing,
[00:28:16.480]those sensory things.
[00:28:17.410]And then also expected and unexpected behaviors.
[00:28:20.920]I stole, I didn't steal, I borrowed from Carrie and Sallye,
[00:28:25.080]this is emotional control, right?
[00:28:26.860]How are you gonna handle things?
[00:28:28.130]So, going from that one to very happy and calm to five,
[00:28:31.620]I'm getting into an unsafe place. How can I handle that?
[00:28:34.770]Easily, you can do that, the kids can make their own chart.
[00:28:37.700]So, that's an important one to hit.
[00:28:39.259]Expected and unexpected,
[00:28:41.010]I showed these two pictures because one use Boardmanker
[00:28:44.010]and one just went ahead and did a marker,
[00:28:46.632]did an anchor chart in the old fashioned way.
[00:28:49.000]So, it doesn't have to take a lot.
[00:28:50.590]So unexpected, unexpected,
[00:28:52.500]I like to use that versus a weird or bad,
[00:28:55.600]that's just not expected in the situation,
[00:28:57.760]what is expected in the situation?
[00:28:59.170]And the classic example I give,
[00:29:00.460]is I was called in to help a kiddo and he was looking things
[00:29:04.880]and that's all we really had to do, is teach them.
[00:29:06.940]That's really unexpected for a second grader, right?
[00:29:09.190]Or I had a girl that wore,
[00:29:11.210]she was in junior high and she wore Hello Kitty still.
[00:29:13.820]Well, that's unexpected for somebody in junior high,
[00:29:16.000]but it could be something
[00:29:17.410]that you do privately wear at home.
[00:29:19.930]So, looking at distributed practice.
[00:29:23.860]And I'm doing good, okay.
[00:29:25.490]Looking at distributed practice.
[00:29:26.910]So, I had kids that had a target skill,
[00:29:29.200]I had them wear it on a lanyard around their neck
[00:29:32.480]and everybody's wearing one.
[00:29:33.410]So, it doesn't look like it's just a target on their back.
[00:29:37.870]But I have different adults
[00:29:39.080]if they see somebody with a lanyard,
[00:29:40.490]they pull them sometime during the day,
[00:29:42.710]they ask them to recite their coping skills
[00:29:44.770]in this situation, date and initial.
[00:29:46.370]And our goal is to have 15 minutes
[00:29:48.700]or three different people that did that during the day
[00:29:50.970]so they can practice across different people
[00:29:53.620]for more generalizations so, that's a little tip for that.
[00:29:56.670]This is also from Carrie and Sallye.
[00:29:58.410]So, they have all of the Skillstreaming put on cards,
[00:30:03.400]colored cards that are laminated
[00:30:05.010]about the size of the library envelopes
[00:30:07.040]and then they have them on their wall.
[00:30:08.600]And if a kid is struggling with something,
[00:30:10.520]they say, go get that behavior and we're gonna teach that,
[00:30:12.640]we're gonna get that replacement behavior
[00:30:14.850]and we're gonna practice it really quickly.
[00:30:15.870]So, that was just something
[00:30:16.730]that's built in to their classroom.
[00:30:19.030]And we have to teach that skill when they're calm, right?
[00:30:22.630]So, teach them proactively.
[00:30:25.150]And then when you can see
[00:30:26.474]they're starting to maybe have a little bit of difficulty,
[00:30:29.550]that's where we wanna coach, right?
[00:30:31.120]So, drill during practice coach during the game.
[00:30:33.830]All right, getting into the reinforcement,
[00:30:36.960]you guys have all probably heard
[00:30:38.825]about four to one positive negative ratio,
[00:30:40.880]I can't imagine you haven't.
[00:30:41.777]I would recommend these first weeks of school
[00:30:44.900]that you either consider videotaping yourself and take data,
[00:30:48.680]or having a trusted colleague come in and take data.
[00:30:51.460]So, you can kind of get a sense
[00:30:52.460]of what your typical ratio is.
[00:30:54.020]Mine, I know I have to really work on it,
[00:30:56.710]I tend to get really overly focused
[00:30:58.590]on the things I'm working on
[00:30:59.630]and forget to make sure that's at that four to one ratio.
[00:31:02.950]And then thinking
[00:31:03.783]about just constantly using positive narration, right?
[00:31:06.170]Not just using praise,
[00:31:07.400]but also just describing what is happening
[00:31:09.350]and talking about why it's important.
[00:31:11.390]So, walking quietly down the hall
[00:31:13.050]shows respect for those who are working.
[00:31:15.000]To build in that rationale, to always go back to,
[00:31:17.100]it's not because you're pleasing me,
[00:31:18.810]it's because it's important for these reasons.
[00:31:20.820]And just get used to just constantly being engaged
[00:31:23.870]in positive narration of what you see.
[00:31:26.600]So, when we think about reinforcement,
[00:31:27.820]we know everybody buddy's reinforced by different things.
[00:31:31.100]I have a live link there to something online,
[00:31:34.650]asking them, asking their caregivers,
[00:31:36.970]observing them, what do they do when they have free access,
[00:31:40.010]and how much time did they spend with things?
[00:31:42.120]What do they avoid?
[00:31:43.100]You would definitely not wanna choose those things.
[00:31:45.690]So, my example is always that I don't like chocolate, right?
[00:31:49.130]So, for some of you, that's probably really reinforcing,
[00:31:51.550]but people will see that I avoid it.
[00:31:53.250]If they eat with me very often,
[00:31:54.930]I don't take the brownie that's offered or whatever.
[00:31:57.970]So, just observing can give us good ideas for reinforcement.
[00:32:02.330]And then I have kiddos if they can, if they're able to,
[00:32:05.030]I teach them about self reinforcement
[00:32:06.033]and I have them keep a reinforcement journal.
[00:32:08.050]So, things that I noticed they're liking,
[00:32:10.044]my example of the kid
[00:32:11.360]that likes to look up the Latin names of plants.
[00:32:13.550]Most kids wouldn't like that, he did, I noticed he liked it.
[00:32:16.140]Okay, let's put it into a reinforcement journal.
[00:32:19.560]'Cause we wanna have a really strong menu, right?
[00:32:22.600]We wanna make sure that we have lots of different things,
[00:32:24.690]different things to activities,
[00:32:26.400]things that have academic value and social value,
[00:32:29.410]I'm reading to younger kids, that kind of thing.
[00:32:31.460]So, try to be creative, not just things that you buy, right?
[00:32:34.960]Cheaper, free things that have academic and social value.
[00:32:38.347]And then try to level it.
[00:32:39.710]Things they would do almost anything to obtain,
[00:32:42.730]they liked these things, but they're not as good,
[00:32:44.620]and then they're better than nothing.
[00:32:46.730]Token boards, I love,
[00:32:47.570]but I would hesitate to have what are you working for,
[00:32:51.090]and just have it be that thing.
[00:32:52.960]What I like to do,
[00:32:53.990]is to randomly have them earning their tokens.
[00:32:56.610]So, this kiddo loved "Little Mermaid," right?
[00:32:59.740]And then just kind of doing a general celebration,
[00:33:02.280]like the one in the bottom right
[00:33:04.840]and then have them choose from their menu.
[00:33:07.140]So, because you might choose something
[00:33:09.650]and then you change your mind.
[00:33:10.850]So, rather than saying, what I'm working for.
[00:33:12.183]And so, with some kids,
[00:33:13.340]you're probably gonna need to do that,
[00:33:14.700]but consider it being more of a go to a menu
[00:33:18.160]if you're getting stuck there.
[00:33:20.650]I was gonna have Jodie explain this,
[00:33:22.920]but if you wanna know more about this,
[00:33:24.834]we'll have her contact information,
[00:33:26.910]'cause I don't wanna miss and spend time with the audio.
[00:33:32.190]So, basically,
[00:33:33.023]when you're thinking about function again, right?
[00:33:35.160]They're wanting to get out of something,
[00:33:37.610]one of the things that she was telling me about,
[00:33:39.620]is if a kid was wanting to take a break
[00:33:42.100]and get out of something,
[00:33:42.933]she's like, okay, yeah, I'm gonna let you out of it.
[00:33:44.660]So, you're gonna allow it, right?
[00:33:45.720]'Cause they ask for it.
[00:33:46.570]But if you stick with me for just a couple more,
[00:33:50.660]you're gonna get more minutes of your break,
[00:33:52.510]or you're gonna get more of whatever that was.
[00:33:54.280]So, think about differential reinforcement
[00:33:56.090]and how you can use that to encourage.
[00:33:58.580]Yes, I'm gonna allow it
[00:33:59.720]because you're, we're asking for that function.
[00:34:02.540]But if you don't, if you stick with me,
[00:34:04.850]you're gonna get more.
[00:34:06.549]We kind of talked about the zero rates already.
[00:34:09.160]Incompatible, you guys can read that.
[00:34:11.000]But thinking about,
[00:34:11.908]I have to meet them where they are
[00:34:13.710]and I have to shape it up, or the other way.
[00:34:16.690]So, differential reinforcement for lower rates of behavior,
[00:34:19.340]if you have somebody that's talking out all the time,
[00:34:21.590]or maybe even the example I have,
[00:34:24.410]I had a kiddo that was being aggressive,
[00:34:26.380]trying to hurt me a certain number of times a day
[00:34:29.020]and just could never get to the zero,
[00:34:31.390]it might take baseline and say,
[00:34:33.720]if you do it less than that the next day,
[00:34:36.320]or the next hour or whatever,
[00:34:38.490]they get access to that reinforcement
[00:34:40.080]and then the flip side of that.
[00:34:41.640]So, maybe they're not doing any work.
[00:34:43.520]Som, tomorrow if we do two math problems,
[00:34:46.110]and the next day if we move it to three.
[00:34:47.960]So, meet them where they're at and shape,
[00:34:50.540]don't expect it to be an all or nothing kind of thing.
[00:34:53.510]And then some ideas for reinforcement systems
[00:34:55.990]you could do with everybody,
[00:34:57.230]the school store is very, very common,
[00:34:59.040]we want it to be random, right?
[00:35:00.420]Like that slot machine analysis
[00:35:02.200]of you never know when it's gonna happen,
[00:35:04.350]kitchen being good, right?
[00:35:05.850]Lottery systems, they get a lottery ticket
[00:35:07.440]and at the end of the day of the week,
[00:35:08.840]you choose one for reinforcement.
[00:35:10.280]So, think about layering all of that
[00:35:12.010]to make it as strong, as possible,
[00:35:14.000]get as much motivation as you can.
[00:35:15.940]I have some examples of things there.
[00:35:18.110]The group, having them work together can be really helpful.
[00:35:21.120]Otherwise, sometimes we do get
[00:35:22.830]some of that contagion, right?
[00:35:24.500]So, encouraging them to have positive peer pressure,
[00:35:27.440]they're working for something,
[00:35:29.160]they brainstorm it, they vote on it,
[00:35:31.119]and then we have bonus points
[00:35:33.380]that go towards that long-term group goal.
[00:35:36.582]And sometimes you just need to mix it up a little bit.
[00:35:38.710]So, this is another way that you might wanna have it look.
[00:35:45.120]All right.
[00:35:45.953]A lot of you are probably using target behavior sheets,
[00:35:48.940]or daily behavior report cards or whatever,
[00:35:50.960]which I think is great.
[00:35:52.850]You basically know the process,
[00:35:54.190]I can't imagine there's anybody out there
[00:35:56.060]that hasn't heard of like check in, check out,
[00:35:57.720]or check and connect.
[00:35:58.960]So, I love it cause it's data already.
[00:36:01.870]So, when we're talking about data,
[00:36:03.050]if you have a target behavior sheet used correctly,
[00:36:05.510]then it's gonna be able to be graphed every day
[00:36:07.467]and we can see those patterns.
[00:36:09.750]What are some of those setting events
[00:36:10.970]and triggering antecedents that we might wanna address
[00:36:13.750]leading us to what are the weak or missing skills
[00:36:15.810]that we're gonna teach?
[00:36:18.230]So, making sure that it's tracking success.
[00:36:21.110]So, if they're never ever successful,
[00:36:23.350]it's gonna become Invasive, right?
[00:36:24.750]So, I always say, let's take baseline
[00:36:27.130]before we ever have them on a target behavior sheet
[00:36:30.010]and then make our first goal five to 10%
[00:36:33.290]above that baseline.
[00:36:34.260]So, we're shaping that back to that shaping process.
[00:36:39.880]Be specific.
[00:36:40.770]They should be able to tell you exactly what it means.
[00:36:42.940]So, the example I give here,
[00:36:44.900]is when I was doing my dissertation,
[00:36:46.260]one of the kiddos on his target behavior sheet, it said,
[00:36:49.400]be respectful, I think it was.
[00:36:52.295]And I said, well, Okay,
[00:36:53.410]tell me what that means to be respectful.
[00:36:55.360]And he said, be real good,
[00:36:58.140]I was like, yeah, what does it look like and sound like?
[00:37:00.610]Don't be a fool.
[00:37:02.740]So, he needed a lot more task analysis
[00:37:05.740]of what that behavior actually meant.
[00:37:07.300]So, make sure that they can tell you exactly what it means.
[00:37:12.410]Lots of just different tips for that.
[00:37:13.677]And the turnaround points is the big one
[00:37:15.380]and also the communicating to the parents.
[00:37:17.320]So, turnaround points,
[00:37:20.480]when a lot of times you have perfectionist
[00:37:22.250]at once they goof up, right?
[00:37:24.270]They're like, well, I wasn't perfect,
[00:37:25.570]so I might as well just blow it and start again tomorrow.
[00:37:28.960]And we kind of have these natural tendencies
[00:37:30.560]to last people are like, okay, I'm gonna be perfect,
[00:37:32.351]I'm gonna start my diet on Monday, they go to work.
[00:37:34.660]Somebody brings in their favorite Krispy Kreme donut,
[00:37:37.040]and they say, oh, I'm just gonna have one.
[00:37:38.820]Well, I might as well just have another, right?
[00:37:41.090]So, we don't want it to just spiral out of control,
[00:37:43.310]so I always say, yeah, you made a mistake,
[00:37:45.400]and everybody does, right?
[00:37:46.990]Mistakes are mistakes.
[00:37:47.920]But if you turn it around this next mark marking period,
[00:37:51.120]you get a turnaround point,
[00:37:52.650]that point is gonna cancel out the miss point
[00:37:54.860]when we're looking at reinforcement levels,
[00:37:57.000]but I still have it for my data.
[00:37:58.721]Communicating to parents, what is a good day?
[00:38:01.080]A lot of times I don't even send them home
[00:38:02.530]because parents then wanna just talk
[00:38:04.850]about things that they missed ,or ways that they screwed up.
[00:38:07.900]And so, if I sent it home,
[00:38:09.360]I make sure that that parent knows what the goal was,
[00:38:11.950]and then if they met that goal,
[00:38:13.750]then that needs to be celebrated
[00:38:15.010]and not have a negative, or have a punitive consequences.
[00:38:18.690]This is just an example.
[00:38:20.826]Daily level systems, we used to use that in our classroom.
[00:38:24.750]I'm just gonna let you guys read that,
[00:38:26.210]you have it to look at,
[00:38:27.360]but basically it's based on, are never in trouble,
[00:38:31.410]but they get access to better stuff
[00:38:34.000]for that last 20 minutes of the day
[00:38:36.040]if they have a higher percentage.
[00:38:37.570]So, nobody ever has a negative consequence,
[00:38:40.100]or a undesirable consequences,
[00:38:41.620]they just have a lower level of reinforcement.
[00:38:44.500]And we use that every single day at the end of the day.
[00:38:46.376]And then you can develop some longer-term level systems,
[00:38:49.960]this is just some examples
[00:38:51.210]where they get access to more reinforcement, more freedom,
[00:38:55.980]all of those things as they go through the system.
[00:39:01.030]And I have that on that Green Level Starts Least Restrictive
[00:39:04.640]Environment Transition Plan Process,
[00:39:06.580]we're gonna talk about that kind of at the end.
[00:39:08.440]And I wanna make sure I get to that,
[00:39:09.660]'cause I know a lot of you are having those challenges
[00:39:12.290]as we speak, probably tomorrow.
[00:39:14.790]So, thinking about that low level private redirection first,
[00:39:18.690]proximity, teacher look, all of those things,
[00:39:21.270]getting into logical and desirable consequences.
[00:39:25.671]This is pretty much what I use, honestly.
[00:39:28.690]And then I have something called teaching protect schedule,
[00:39:31.210]which we'll go into.
[00:39:33.260]So, error correction, three strikes, something that's minor.
[00:39:36.950]I liked three strikes
[00:39:38.600]'cause people can understand baseball analogy
[00:39:40.600]and it's really predictable.
[00:39:41.840]It's not based on my mood,
[00:39:43.010]it's you get one, you get two, you get three.
[00:39:44.800]Sometimes I even might have a visual on their desks
[00:39:47.620]that I can make sure that it's very, very clear,
[00:39:49.850]especially if they have a considerable language impairments.
[00:39:55.220]When there's a third strike,
[00:39:56.260]we move up to a higher level of undesirable consequence.
[00:39:59.740]So, I call this behavior tutoring.
[00:40:02.020]And if you're a behavior analyst
[00:40:03.740]as a combination of a response cost and positive practice,
[00:40:08.210]so they have to lose an activity
[00:40:10.880]that they would otherwise be doing
[00:40:12.790]just because we have to have that behavior tutoring session.
[00:40:15.140]So, again, if you didn't know how to read,
[00:40:17.350]I would put you into reading tutoring.
[00:40:19.024]If we're having comes with behaving,
[00:40:20.590]I care too much about you
[00:40:21.750]not to teach you the things you need to be successful.
[00:40:24.160]So, we're gonna have to schedule a behavior tutoring session
[00:40:27.430]and make sure it's during something
[00:40:28.990]that is more reinforcing to them.
[00:40:30.580]So, I'm not big on taking away recess,
[00:40:34.270]but maybe it's during their computer time,
[00:40:35.910]or maybe it's during their preferred activity time
[00:40:37.780]at the end of the day.
[00:40:38.930]Or if you have preferred activity time
[00:40:40.240]at the end of the morning and the end of the afternoon,
[00:40:42.090]then you have two times, right?
[00:40:43.850]So, you're not mad, you're not upset,
[00:40:45.510]we just need to make sure
[00:40:46.350]that we practice those things you need to be successful.
[00:40:49.190]And then on the time away, so could be it's timeout, right?
[00:40:53.750]If they are engaged
[00:40:55.130]and they really like to be in the classroom
[00:40:56.750]and doing the things they typically would do,
[00:40:58.864]and they have to sit out for a minute,
[00:41:01.430]cool down area, whatever,
[00:41:02.411]then that can be a timeout from reinforcement.
[00:41:04.981]Sometimes you're in a situation where you're like,
[00:41:07.310]I know that it's not really a timeout from reinforcement,
[00:41:10.000]but I have to interrupt this behavior chain
[00:41:12.540]and make sure that things don't become contagious.
[00:41:15.050]So, just know that it might be a time away,
[00:41:17.170]they're thinking about their choices,
[00:41:18.350]they're coming up with a different plan,
[00:41:19.880]but it might not have the time-out effect
[00:41:22.890]if what you have going on isn't truly engaging.
[00:41:25.790]And then we can work on, how do I make it more engaging
[00:41:28.370]so that it will be a timeout from reinforcement?
[00:41:30.697]So, this was a teacher that I work with,
[00:41:32.940]he had a reset room, you could have a reset area.
[00:41:36.030]And he has a little timer sitting there
[00:41:37.497]and the kids all knew
[00:41:38.560]I'm gonna set my timer for five minutes,
[00:41:40.070]I'm gonna choose the category,
[00:41:42.110]what can I do to kind of calm myself?
[00:41:43.960]And then also gives them choice
[00:41:45.780]of how are we gonna problem solve or process?
[00:41:48.820]So, I love that he embedded so many different choices
[00:41:51.220]and gave it a really structured routine.
[00:41:55.760]Because we wanna make sure
[00:41:56.593]that we have a teaching focus, right?
[00:41:58.150]So, that we talk about what happened
[00:41:59.600]and what we should do instead.
[00:42:01.120]So, all of these questions
[00:42:02.300]before they come back into the classroom, right?
[00:42:05.970]And this is very similar to collaborative problem solving
[00:42:08.900]if you're familiar with Russ Green.
[00:42:10.420]Again, in education, we tend to,
[00:42:13.120]lots of people come up with the same,
[00:42:14.910]very similar thing and then pack.
[00:42:17.410]Not that I thought he's doing that on purpose,
[00:42:19.100]but people, when they figure it out,
[00:42:21.160]they come up with some similar stuff.
[00:42:22.590]So, we're looking at giving them empathy,
[00:42:26.560]defining what the problem is, who did it hurt or bother,
[00:42:29.460]and then say, okay, how are we gonna come up with a plan
[00:42:31.470]to do something differently in the future
[00:42:32.910]that's gonna work for everybody?
[00:42:34.866]So, that empathy statement can't be over stated
[00:42:38.640]to start with, sounds like you're having a hard time,
[00:42:41.850]sorry, you're having a hard day,
[00:42:43.240]this is tough for you,
[00:42:44.490]I understand it can be difficult, right?
[00:42:46.870]So, making sure you always start with that empathy statement
[00:42:49.300]to get them to partner with you
[00:42:51.320]on how are we gonna solve this problem for everybody.
[00:42:53.830]And then I continue one more problem behavior,
[00:42:56.460]making sure that if you have a five,
[00:42:58.220]if somebody is engaging a five, which is against the law,
[00:43:01.550]that needs to have a different consequence
[00:43:03.190]than a four or three or two, right?
[00:43:05.300]So, you have to very clearly state,
[00:43:09.150]have a lesson where you say,
[00:43:10.330]these things are against the law for adults,
[00:43:13.370]they are a five or a red,
[00:43:14.830]and there's gonna be a higher level
[00:43:16.630]of undesirable consequence if you engage in them.
[00:43:18.820]So, when I was in the classroom, we didn't have,
[00:43:22.440]I didn't want them to be suspended
[00:43:23.630]'cause I knew that they liked going home
[00:43:25.730]and we didn't really have
[00:43:26.910]any kind of effective in-school suspension.
[00:43:29.340]So, I went to my principal and I said,
[00:43:31.300]can I develop something in my classroom?
[00:43:33.110]So, I used to call it Red Schedule
[00:43:34.610]and now I call it Teach and Protect Schedule.
[00:43:36.500]I might still use that red
[00:43:37.780]if the kid needs that color coded communication,
[00:43:41.750]but basically, everything in their world stops
[00:43:43.999]and we're working on being safe
[00:43:46.110]and partnering with adults, right?
[00:43:47.550]So, basically following directions, those types of things.
[00:43:50.530]So, we have a defined area,
[00:43:53.420]I had it in a steady carol,
[00:43:54.900]I had tape around the study carol that they could step out
[00:43:57.100]if they needed to see the board, right?
[00:43:58.740]And then I had like a colorful screen that I can move
[00:44:01.360]if somebody was like trying to look at them
[00:44:03.420]and get them going and trying to be a trigger.
[00:44:05.520]And then they had a point card that day
[00:44:06.940]and they had to reach 90% or above
[00:44:09.440]to go back to their typical schedule.
[00:44:11.950]So, I've seen some people do this
[00:44:13.600]their unread schedule or teach and protect for an hour,
[00:44:16.340]I've seen some people that have day,
[00:44:18.090]I've seen some people say full day.
[00:44:19.700]It kind of depends on the individual,
[00:44:22.200]but definitely, definitely,
[00:44:23.940]definitely not a long-term thing.
[00:44:25.770]So, when I first started talking about this
[00:44:28.100]with the district I was supporting,
[00:44:29.440]but when I came back several different times,
[00:44:32.440]they're like, oh, he's on Red schedule.
[00:44:34.310]I said, well, how long has he been on Red schedule?
[00:44:36.520]And they're like, oh, a month.
[00:44:38.060]I'm like, absolutely not, absolutely not.
[00:44:40.080]I've done this with really, really, really tough kids,
[00:44:43.010]and I don't think I've ever done it
[00:44:44.440]more than a couple of days, right?
[00:44:46.030]So, we have to reduce the reinforcement as much as possible,
[00:44:48.950]we're making their choices.
[00:44:50.740]I would have them only interact with one person
[00:44:52.570]as much as possible, you're giving them independent work,
[00:44:55.560]you're giving all your time and attention to the other kids,
[00:44:58.290]you come back, you're not mad,
[00:44:59.740]thank you for partnering, thank you for being safe,
[00:45:03.820]give them their next task,
[00:45:05.350]you give all the time and attention to the other kids.
[00:45:08.050]So, if you need a little bit more advice
[00:45:12.690]about how to handle that,
[00:45:14.320]email me, I'll be happy to talk you through it.
[00:45:16.130]So, we don't want it to be punitive,
[00:45:17.619]you don't want them to feel like they're getting in trouble.
[00:45:19.610]Now, sociaL stories,
[00:45:21.660]lots of people have opinions about social stories.
[00:45:24.370]I would never use a social story
[00:45:25.710]outside of a lesson plan format
[00:45:28.790]that has all those steps that we showed earlier
[00:45:31.390]where it's behavioral skills training
[00:45:33.970]or teaching interaction procedure
[00:45:35.380]that has some research support.
[00:45:37.000]But sometimes, especially if I want consistency of language
[00:45:39.580]across different people,
[00:45:41.130]or I wanna give more of a rationale,
[00:45:42.990]I find that it is a very effective tool,
[00:45:45.730]but again,
[00:45:46.563]not outside of that teaching interaction procedure.
[00:45:49.410]It also has to be true
[00:45:50.280]from that student's perspective, right?
[00:45:52.190]So, this is the actual one that I used with a kid
[00:45:55.550]and he liked to go out for recess,
[00:45:57.134]eat lunch in the lunch room, spend time with his friends.
[00:45:59.910]I know kids, they don't like to go to recess, right?
[00:46:02.090]I know kids that really like being alone,
[00:46:04.930]I wouldn't use this social story for them.
[00:46:06.860]So, if you're gonna use something like a social story,
[00:46:08.840]make sure that it's true from that individual's perspective,
[00:46:12.520]you can't just copy and paste, right?
[00:46:14.920]I'm not gonna read it to you,
[00:46:16.210]but I do wanna point out a couple of things.
[00:46:18.940]It's okay to feel bad, it's okay to be angry, right?
[00:46:22.106]Feeling is not bad,
[00:46:23.300]it's the choices that we make to handle that feeling.
[00:46:25.960]So, I'm a man trainer for my feelings, choose my behaviors,
[00:46:29.100]that's what I'm trying to get kids to do.
[00:46:30.780]I'm feeling this way, it's okay to feel this way,
[00:46:33.490]this is what I can do when I feel this way.
[00:46:36.530]So, this is the same kiddo
[00:46:37.690]that I used for the distributed practice.
[00:46:39.640]So, he had it in his social story
[00:46:41.210]and then we took it and put it on the lanyard
[00:46:42.970]for the distributed practice.
[00:46:45.160]Very clear about what was a LEVEL 5,
[00:46:47.380]a Red or a LEVEL 5.
[00:46:48.530]And then the big sentence here that I wanna point out,
[00:46:50.970]is this hurts other people's feelings
[00:46:53.100]and may scare or bother them.
[00:46:54.673]When I read this with the student that I was supporting,
[00:46:57.850]he was like, other people are scared of me?
[00:47:00.630]I was like, yes, when you do these things,
[00:47:02.540]they can be scared of you.
[00:47:03.520]And he did not know,
[00:47:04.530]he did not have that theory of mind or perspective taking.
[00:47:07.290]So, that was a very powerful thing
[00:47:09.220]that the social story helped with,
[00:47:10.870]was that perspective taking.
[00:47:12.677]All right, making it visual,
[00:47:15.100]having a consequence map, right?
[00:47:16.770]This comes from Amy Buie, and I have her website up there.
[00:47:20.210]But if we can say good choice on the top,
[00:47:22.360]I used to always say, take the high road,
[00:47:23.950]what would likely be the thing that they want,
[00:47:26.970]or the more desirable consequences?
[00:47:28.950]And then the other choice on the bottom.
[00:47:31.230]So, I had a coworker
[00:47:34.380]that we had a very low functioning non-verbal kiddo
[00:47:37.770]that was very large and he was refusing to get off the bus.
[00:47:41.180]And so, they called her in, she took a blank one,
[00:47:44.470]she wrote down, get off the bus before the timer.
[00:47:49.290]And she had one of those visual timers.
[00:47:51.170]What does he love to do at school?
[00:47:52.940]They said full hotels.
[00:47:54.078]So, she wrote, get off the bus,
[00:47:56.750]you get to fold the towels on the lower one,
[00:47:59.710]you don't get off the bus before the timer is,
[00:48:02.400]the Red is gone, you don't get to fold the towels.
[00:48:04.510]This has been going on for weeks.
[00:48:06.160]And he looked at it, she read it a couple of times,
[00:48:08.670]she explained it a couple of times.
[00:48:10.210]And he kind of gently moved her to the side
[00:48:13.010]and waved at the bus driver, and that's all it took.
[00:48:14.890]So, sometimes it can be a pretty simple thing, right?
[00:48:18.270]So, we're trying to get them
[00:48:19.540]involved in being problem solvers.
[00:48:22.430]And then thinking about avoiding power struggles.
[00:48:24.190]How do we develop that positive relationship?
[00:48:26.870]Always talking about what do they want in their life, right?
[00:48:29.660]Short and longterm, I wanna go out for recess, great.
[00:48:32.060]I play with my friend, I don't wanna have homework, right?
[00:48:36.642]I had one that wanted to be a firefighter one day.
[00:48:38.420]So, I started talking about firefighters.
[00:48:40.860]I had a firefighter come in,
[00:48:42.280]and I say to him
[00:48:43.320]at times where he is having a difficult time,
[00:48:45.580]what do you think a firefighter would do
[00:48:47.100]if they were having a conflict with their coworker?
[00:48:49.140]Do you think they would hit him?
[00:48:50.420]Well, no, they get fired.
[00:48:51.590]I'm like, okay, we need to learn those skills
[00:48:53.420]that you're gonna need to get what you want eventually.
[00:48:55.820]Two by Ten Strategy, I love it.
[00:48:57.260]Two minutes a day, 10 days in a row talking to the student
[00:49:00.650]about something other than school,
[00:49:02.660]getting to know them as a person, what do they like?
[00:49:04.750]What does their lives like?
[00:49:05.740]Their relationships, their interests, all of those things.
[00:49:08.499]You guys can read all of those, right?
[00:49:10.700]We're gonna provide that structure
[00:49:11.890]and assistance to students.
[00:49:13.100]We're not the boss, you can't make them do anything.
[00:49:15.150]If somebody says to me, you can't make me.
[00:49:18.240]I say, you're right, I can't make you,
[00:49:20.180]but I can tell, give you all the information,
[00:49:22.160]you need to make an informed choice
[00:49:23.840]and I can help you. Hopefully make a good choice, right?
[00:49:26.500]So, if you do this, this is gonna happen,
[00:49:28.360]if you do this, this is gonna happen, which one do you want?
[00:49:31.040]And then we're all in the same boat,
[00:49:32.530]so, pointing out things that didn't work in your life
[00:49:34.970]that you experienced,
[00:49:36.230]my classic one is sometimes I don't do my plan time,
[00:49:39.340]or migrating on my plan time,
[00:49:40.980]and I'm always kicking myself later
[00:49:42.530]because then I have to take it home
[00:49:43.610]when I was gonna be doing something more fun.
[00:49:45.570]So, just constantly making those real-life comparisons.
[00:49:49.294]And you guys can read all those
[00:49:51.280]thinking about power struggles, right?
[00:49:53.680]Maybe even have this printed out,
[00:49:55.460]talking to your team about it
[00:49:56.680]because power struggles are really easy to get it too.
[00:50:01.760]So, quit taking it personally,
[00:50:03.230]everybody should be calm and in control, right?
[00:50:05.870]Not giving it a lot of tension,
[00:50:07.270]not giving it a lot of big dramatic reactions.
[00:50:12.330]And then this one is a big one,
[00:50:13.227]and I wanted to make sure that we got to this
[00:50:15.160]because I would start progress monitoring
[00:50:17.550]from day one, right?
[00:50:19.330]So, individual student behavior data,
[00:50:23.050]so we can see how they're doing daily and graphing it.
[00:50:26.310]If they can, I would involve the student
[00:50:27.950]'cause that can be quite a nice little math lesson, right?
[00:50:30.220]We're graphing our progress every day,
[00:50:31.895]but we also wanna take overall program data.
[00:50:34.890]So, on against the lobby behaviors or interventions,
[00:50:37.540]that might be something that you look at,
[00:50:40.150]length of time in the program.
[00:50:41.700]And Jodie has an example of that,
[00:50:43.180]which is awesome because we can easily see
[00:50:45.240]what's kind of that average length of time.
[00:50:47.680]And is somebody staying a lot longer
[00:50:49.520]then we need to re-look at that plan.
[00:50:51.550]And then fidelity data, right?
[00:50:53.420]These are the core components of the program,
[00:50:55.740]how can you show that, yes, you're implementing those,
[00:50:59.010]and we have an example from Ali that you shared with me.
[00:51:01.830]And now that we're meeting monthly with our entire team,
[00:51:04.530]you guys shouldn't be doing this by yourself,
[00:51:05.910]you can't do behavior progress by yourself,
[00:51:08.480]with anybody who's supporting you,
[00:51:10.340]the administrator, district or regional support personnel,
[00:51:14.370]looking at those patterns and trends
[00:51:16.260]and brainstorm what we can do
[00:51:17.400]for the individual student level, but also for the program
[00:51:20.900]to get a fidelity of the core components.
[00:51:22.930]So, this is just an individual students,
[00:51:25.038]using that target behavior sheet,
[00:51:27.000]graphing those percentages every day,
[00:51:29.110]and this is broken up by skill.
[00:51:31.160]So, we were looking at it both overall and also by skill.
[00:51:33.967]You need to have that trend line, right?
[00:51:35.950]So, if you have data that looks like this, right?
[00:51:39.031]Are they making progress?
[00:51:41.390]Well, tell we put in that trend line?
[00:51:43.566]We're not gonna know.
[00:51:44.990]So, you need to make sure you have a trend line.
[00:51:46.820]So, their trend line is going down.
[00:51:49.370]While this one, what's really sporadic, right?
[00:51:51.760]I definitely wanna see that start
[00:51:54.410]not being so all over the place,
[00:51:56.700]but if we look at it, people are like,
[00:51:58.530]oh no, they're not making progress.
[00:51:59.710]Or the days that they have 50%,
[00:52:01.520]I'm sure everybody's like, let's just abandon this plan.
[00:52:04.810]Where if we put the trend line in, you can see over time,
[00:52:08.860]they're definitely getting better, right?
[00:52:10.490]So, probably not where we want them to be,
[00:52:12.630]but definitely getting better.
[00:52:15.770]This was the one that Ali shared.
[00:52:17.450]So, this is a bit fidelity checklist.
[00:52:19.690]So, looking at what the strategies are having every day
[00:52:23.910]that the individual puts in, yes,
[00:52:25.930]we followed this, no, we didn't,
[00:52:27.970]not so somebody gets in trouble,
[00:52:29.400]what so we can look at is the problem with fidelity
[00:52:31.730]and not with our actual programming.
[00:52:34.440]And then Jodie's (clears throat)
[00:52:36.610]we're gonna have folders
[00:52:37.600]that we're gonna share with you guys,
[00:52:38.660]she did a spreadsheet on days in the program
[00:52:42.999]so that you can kind of get a sense of.
[00:52:45.050]We don't want this to be a dumping ground, right?
[00:52:46.890]We don't wanna behave a program to be,
[00:52:48.025]nobody else wants to deal with it.
[00:52:50.190]And that's what used to happen in the '90s,
[00:52:51.920]nobody else wants to deal with it,
[00:52:53.050]so it came to Jodie and Kaye land,
[00:52:54.420]and that there they lived forever,
[00:52:55.730]that's not what we wanna do.
[00:52:56.654]We have to have that least restrictive environment.
[00:53:01.230]So, this is an important one
[00:53:02.470]as you're getting started with building these programs.
[00:53:06.300]So, this is not what you have to do,
[00:53:08.920]but this is a transition plan from a program,
[00:53:12.590]I believe this is one that Jodie supported in the past.
[00:53:14.970]So, that there was a very specific way that you determine
[00:53:18.990]based on data when they went back
[00:53:21.940]into a less restrictive environment, right?
[00:53:26.180]When do we fade out the support of the adult,
[00:53:28.300]if like a paraprofessional, somebody is going with them?
[00:53:32.370]And then also thinking about,
[00:53:34.900]so you guys can read that, ask questions about that,
[00:53:38.760]what should be considered
[00:53:39.980]before somebody comes to your program?
[00:53:41.750]And I know she had emailed me
[00:53:43.630]when we decided to do this project
[00:53:46.030]and we wanted to stay away from that dumping ground, right?
[00:53:50.820]So, before they're even considered,
[00:53:52.980]these are some things that based on the research,
[00:53:55.880]you might wanna look at.
[00:53:58.220]So, they've been on four to six weeks
[00:54:00.140]of evidence-based year to plan,
[00:54:02.330]they've had formalized a bit based on an FBA
[00:54:05.040]with both fidelity and progress monitoring,
[00:54:07.200]data graph with a trend line,
[00:54:09.180]you're looking at some kind of a standard assessment system,
[00:54:14.920]and there are at least one standard deviation
[00:54:17.028]from that mean or that normal.
[00:54:20.580]I hate that word, normal.
[00:54:21.980]I don't even know what to say, but you get what I'm saying.
[00:54:24.180]At least one, if not two standard deviations
[00:54:26.810]that you have unanimous
[00:54:28.210]sending and receiving team confirmation,
[00:54:29.980]people should agree on this,
[00:54:31.130]that they're definitely needing it,
[00:54:32.177]'cause it's very, very normal and common
[00:54:35.146]when we're dealing with behavior,
[00:54:36.670]lots of adults haven't been trained
[00:54:39.060]and aren't fluent on their behavior management skills
[00:54:41.970]that we wanna escape it.
[00:54:42.930]When we have somebody that's disrupting our learning system
[00:54:46.390]that we wanna escape.
[00:54:47.223]And so, completely human to say,
[00:54:49.580]is there somewhere else that can go, right?
[00:54:51.710]But we wanna make sure we're doing right
[00:54:53.360]by the individual student,
[00:54:54.680]and that we are really thinking
[00:54:55.870]about these restrictive environment.
[00:54:57.480]I would definitely recommend some kind of a written handbook
[00:55:00.080]where you can meet with the students and the parents
[00:55:02.460]before they enter the program so they know exactly
[00:55:05.390]they have all the information that they need, right?
[00:55:07.530]Before they ever step foot in the classroom,
[00:55:09.870]that kind of maps out
[00:55:11.640]all of the different parts of the program.
[00:55:13.990]If you want examples, we'll have examples for you.
[00:55:16.010]And then of course,
[00:55:17.130]you always need an override for something that happens.
[00:55:19.660]If somebody is just,
[00:55:20.640]the analogy I give,
[00:55:21.590]somebody who's just coming out of the ER, right?
[00:55:23.800]We're gonna make sure that they get the support they need.
[00:55:26.910]So, there's something very, obviously, very serious,
[00:55:29.590]not having to go through that MTSS process,
[00:55:32.960]or the RTI process.
[00:55:35.479]All right.
[00:55:36.312]So, resist that dumping ground,
[00:55:38.320]that's one of the things that I'm very passionate about,
[00:55:40.030]I'm very, very passionate,
[00:55:41.630]I loved my time
[00:55:43.090]with that kind of more challenging population.
[00:55:45.850]But what I spend a lot of time doing now,
[00:55:47.660]is thinking about helping schools
[00:55:50.290]build multi-tiered systems of support.
[00:55:52.260]So, you guys are familiar with that,
[00:55:53.760]what needs to be in place for everyone?
[00:55:56.040]What are those targeted supplemental things for some kids?
[00:55:59.440]And then a few,
[00:56:00.273]you guys are really working with those few on the top,
[00:56:02.740]but what we don't wanna do,
[00:56:04.470]is start getting really fat in the middle or fat on the top.
[00:56:07.190]So, I provide a lot of training.
[00:56:08.970]I just wanted to make sure you knew that.
[00:56:10.560]There's a link to my website
[00:56:12.680]so that you can kind of help be leaders
[00:56:15.658]and encouraging people
[00:56:17.500]how are we gonna build this from the ground up
[00:56:19.160]so that we don't have,
[00:56:20.350]or now we have a Behavior Program,
[00:56:21.880]we're gonna put all kids
[00:56:23.480]that have slightly challenging behavior
[00:56:25.200]in the Behavior Program.
[00:56:27.140]And then thinking about staying on the team, right?
[00:56:30.100]So, what I tell people, 'cause inevitably,
[00:56:32.350]when you're doing Behavior Program Support,
[00:56:35.400]people get emotional and people get into conflicts.
[00:56:39.500]So, don't jump ship.
[00:56:40.590]So, I always tell people,
[00:56:41.440]I wanna hear what everybody has to say.
[00:56:44.080]So, if you're not liking how something's going,
[00:56:45.940]making sure you have those positive relationships
[00:56:47.950]with your team, and that you don't let anybody jump ship.
[00:56:51.170]And what jump ship might look like
[00:56:52.510]is, well, I'm gonna sit here and not in my head
[00:56:54.280]and say, yes, I'm gonna do this,
[00:56:56.330]but I'm actually gonna really do it my own way.
[00:56:58.370]You have to stay on the team.
[00:57:00.520]I'm a man trainer, so I'm gonna put this one in there,
[00:57:03.170]this is from the conflict resolution,
[00:57:05.430]making sure that you are advocating for yourself
[00:57:08.350]because these are hard, hard, hard jobs.
[00:57:10.630]And we have a lot of burnout.
[00:57:12.004]So, we're gonna make sure
[00:57:13.250]that you're advocating for planning time,
[00:57:17.080]that you're advocating to get the right supplies,
[00:57:19.000]to get curriculum that's appropriate for kids
[00:57:21.810]on different levels and different grade levels,
[00:57:25.680]that you are getting time with your teachers aid,
[00:57:28.240]your paraprofessionals, your volunteers, et cetera.
[00:57:30.714]So, a sort of feminist communication
[00:57:33.820]is respecting your point of view,
[00:57:35.130]meaning you're saying what you really think, right?
[00:57:37.890]You're not being passive,
[00:57:39.730]I'm just gonna be quiet and not make trouble,
[00:57:41.450]and you're also not being aggressive.
[00:57:42.840]So, you're not getting loud,
[00:57:44.010]or I'm gonna quit if this doesn't happen,
[00:57:47.350]that kind of thing.
[00:57:48.300]So, we wanna be very professionally assertive,
[00:57:51.920]advocating for yourself and what you need,
[00:57:54.180]but you're gonna stay in that assertive
[00:57:55.700]and authentic balanced place.
[00:57:59.110]All right, we got two minutes.
[00:58:01.510]So, bowls before now, I know I threw a lot at you,
[00:58:06.560]but this isn't the end, this is just kind of these,
[00:58:09.500]what are these core components,
[00:58:10.810]and how can we help you implement them?
[00:58:13.390]So, Ali and I are gonna follow up.
[00:58:15.680]Again, we're meeting tomorrow.
[00:58:16.900]I want you guys to think about two things,
[00:58:19.790]do you think are most important
[00:58:21.200]that you wanna implement before next time?
[00:58:23.800]And who can you contact for support?
[00:58:26.000]So, maybe Ali is your support person,
[00:58:28.550]or maybe Abby is your support person,
[00:58:32.040]or I know some of you are in Colorado
[00:58:33.730]and some of you are with Tasman,
[00:58:35.380]so, maybe Pam is your support person.
[00:58:38.900]If you don't know who your support person is,
[00:58:41.460]you have my email and I can reach out to the people and say,
[00:58:44.250]okay, this person is trying to do a Behavior Program,
[00:58:46.680]we know that's challenging,
[00:58:48.380]who can I put them in contact with to get them support?
[00:58:50.249]So, think about two things
[00:58:52.890]that you wanna do before next time,
[00:58:54.440]who are you gonna contact for that support?
[00:58:57.630]And there you go, we're at 4:30 and I see lots of chatting.
[00:59:01.450]So, I'm gonna get on there.
[00:59:04.138]If people wanna ask questions,
[00:59:05.930]I will stay as long as you would like me to stay.
[00:59:08.750]Thank you this is Megan (indistinct)
[00:59:10.820]I just wanted to hop in real quick and thank you.
[00:59:12.980]First of all, this is an amazing amount of content.
[00:59:15.770]And then also in the chat, I'm gonna post a form link.
[00:59:20.600]Anybody watching can click on that link,
[00:59:23.135]follow just a couple of questions
[00:59:24.950]and you'll be able
[00:59:25.800]to download your certificate of attendance.
[00:59:28.095]And then if there's multiple people watching,
[00:59:30.710]copy that link for the people that are with you
[00:59:33.170]and just send them to them in an email,
[00:59:35.080]they can do the same thing.
[00:59:36.590]So, I'll post that a few times
[00:59:38.600]while Kaye's answering questions,
[00:59:40.500]and let you go, there you go.
[00:59:42.350]Anna, I already see that you're saying,
[00:59:43.890]you wish I didn't talk so fast, me too.
[00:59:45.926](Megan laughing)
[00:59:47.510]You do need all of it.
[00:59:48.610]So, like I said, this isn't the end,
[00:59:50.660]and you have my contact information.
[00:59:52.720]So, this was just like, this was like crash course.
[01:00:00.390]Kaye I did make a list on a Google Doc
[01:00:03.520]of the things people were seeing
[01:00:05.550]that they wanted to come up with this.
[01:00:08.950]But if any of those people wanted,
[01:00:10.660]there is somebody that had a question,
[01:00:12.390]but she had to get off,
[01:00:13.390]so I told her you would email her.
[01:00:16.500]Yeah.
[01:00:19.470]But most of the things that were in the chat box
[01:00:21.710]were more about what they wanna see next time or as we go.
[01:00:27.600]So, we can customize that
[01:00:30.210]to basically the feedback that you're giving,
[01:00:34.290]which is one of the reasons
[01:00:35.200]I wanted to get through the whole thing.
[01:00:37.380]Because a lot of times, if you see the the whole picture,
[01:00:42.870]then you can kind of know
[01:00:43.703]where their weak links in your core components.
[01:00:47.930]So, I can scroll through these,
[01:00:49.850]or if somebody has a question
[01:00:51.820]they wanna jump on their audio?
[01:00:56.230]So, Kaye, I'm gonna jump in
[01:00:57.680]really quick (indistinct)
[01:01:00.600]And Aaron, I'll just answer your question
[01:01:02.830]'cause others might have it.
[01:01:05.510]We did record, it's actually still recording,
[01:01:07.670]we're keeping it going for the Q&A.
[01:01:09.870]And we will have these,
[01:01:12.030]Kaye has graciously agreed
[01:01:13.360]to let us have the videos be available.
[01:01:16.490]So, you could come back and listen to it,
[01:01:18.400]you could catch that intro if you missed it.
[01:01:20.490]But also if you're implementing with the team,
[01:01:22.730]there might be some value
[01:01:23.966]in really listening maybe with another team member, or two.
[01:01:27.497]So, yes, we will share the recorded,
[01:01:30.780]or the recordings will be on the archive sites
[01:01:33.700]where the other webinars are,
[01:01:35.690]if that's something you're familiar with,
[01:01:37.350]and if not, you can email me
[01:01:38.860]and I can direct you to those locations.
[01:01:44.901]Okay.
[01:01:51.340]Anybody else?
[01:02:01.800]Well, I was very excited about doing this,
[01:02:04.310]definitely something I'm passionate about,
[01:02:05.890]and I'm proud of myself for getting through it
[01:02:08.670]when I realized it was an hour, right?
[01:02:10.790]I panicked a little bit,
[01:02:11.640]but I think we're off to a good start.
[01:02:13.520]And like I said, this isn't the end.
[01:02:17.840]It was impressive, okay.
[01:02:19.960]Well, thanks everyone for joining us,
[01:02:22.420]thank you, Kaye, oh my goodness.
[01:02:24.160]And all of your contributors
[01:02:26.980]and teachers you've worked with,
[01:02:28.800]this was phenomenal,
[01:02:29.960]we're so excited to have you guys joined us back,
[01:02:33.394]we'll send information out.
[01:02:34.890]We are gonna kind of formally extend the time
[01:02:37.110]to 90 minutes time.
[01:02:38.460]So, but anyway, thanks again, and we'll see you next time.
[01:02:44.480]Okay. And then I'm gonna stay on
[01:02:46.283]and just so I can scroll through these and read them,
[01:02:47.830]is that cool?
[01:02:50.470]That is cool.
[01:02:51.303]And if you want, we could archive, or-
[01:02:53.130]I was gonna say- Save the chat.
[01:02:55.360]I copy and pasted everything
[01:02:57.320]and it's in a Google doc, Kaye,
[01:02:58.460]that I can just share with you.
[01:02:59.730]Yep, let's do that then. And then we can talk.
[01:03:01.443]Perfect, thanks Ali.
[01:03:03.610]Okay, Ali, text me tomorrow.
[01:03:06.910]Will do.

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You Have to Build the Plane as You Fly It!: Core Components of an Evidence Based Behavior Support Program Part 1

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