Behavioral Observation Data for Individual Intervention Decision Making George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut Nov 18, 2010 www.pbis.org www.cber.org www.swis. organizationSlide 2
PURPOSE Provide outline of how observationally-based information can be utilized to guide mediation choices for individual conduct administration arranging . Establishments Behavioral Data: Function-based Support ExamplesSlide 3
Participants ought to have the capacity to portray…Slide 4
Behaviorism SWPBS Conceptual Foundations Laws of Behavior ABA Applied Behavioral Technology PBS Social Validity SWPBS All StudentsSlide 7
Positive Behavioral Interventions & SupportsSlide 8
SWPBS isSlide 10
Integrated Elements Supporting Social Competence & Academic Achievement OUTCOMES 15 Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student BehaviorSlide 12
Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT FEW ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% SOME Primary Prevention: School-/Classroom-Wide Systems for All Students, Staff, & Settings 23 ALL ~80% of StudentsSlide 13
23 RTI Continuum of Support for ALL Few Some All Dec 7, 2007Slide 14
Continuum of Support for ALL Math Science Spanish Reading Soc aptitudes Soc Studies Basketball Label conduct… not individuals Dec 7, 2007Slide 15
RTI Continuum of Support for ALL Anger man. Prob Sol. Ind. play Adult rel. Go to. Coop play Peer interac Label conduct… not individuals Dec 7, 2007Slide 16
ESTABLISHING CONTINUUM of SWPBS TERTIARY PREVENTION TERTIARY PREVENTION Function-based bolster Wraparound Person-focused arranging ~5% ~15% SECONDARY PREVENTION SECONDARY PREVENTION Check in/out Targeted social aptitudes direction Peer-based backings Social abilities club PRIMARY PREVENTION PRIMARY PREVENTION Teach SW desires Proactive SW & classroom discipline Positive fortification Effective guideline Parent engagement Active supervision ~80% of StudentsSlide 17
23 Continuous advancement observing of some Universal Screening of AllSlide 18
Good Data SystemsSlide 19
4 Main Data ConcernsSlide 23
What is Function Based Support?Slide 24
Non-case of Function-Based methodologySlide 27
Only 2 Basic Functions Neg Reinf Pos Reinf Existing aversive condition distinguishedSlide 28
Ingram, Lewis-Palmer, & Sugai, 2005Slide 30
5 What is essential conduct unit of behavioral perception? Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Observ . activity & reaction class Infrequent occasion/condition influencing fundamental. conseq . Occasions signal conseq . likely if conduct transmitted Events taking after conduct & increment likelihood " Best figure " about conduct & conditions under which it is watched Represents essential working unit of FBA Directly manages improvement of BIP TE = Functional Relationship while depicting an anticipated & certain relationship among 4 componentsSlide 33
Testable Hypothesis "Fundamental Unit" Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Infrequent occasions that influence estimation of maint . conseq . Taking after occasions that keep up practices of concern Preceding occasions that trigger or event Set of related practices of concernSlide 34
When Sequoia misses her 12:30 prescription & educators show various undertaking requests, she puts forth negative self-expressions & composes profane dialect on her assignments. Showing staff commonly send her to the workplace with an order referral for being ill bred. Maintain a strategic distance from troublesome errands What capacity? Setting occasion Antecedent Response Consequence Sequoia puts forth negative self-expressions & composes profane dialect Teacher sends Sequoia to office for being discourteous Misses 12:30 solution Teachers make various undertaking requestsSlide 35
Caesar has colored his hair three hues & is prodded a few times by his companions before class. When he enters the class, his educator gazes at his hair. Caesar instantly says "what are you gazing at?" His instructor quickly sends him to in-school detainment. Escape grown-up & peer consideration What capacity? Setting occasion Antecedent Response Consequence Caesar is prodded a few times about his hair by his companions before class His instructor gazes at his hair in class Caesar asks his educator what she\'s gazing at His instructor sends him to in-school detainmentSlide 36
Cleo is new to the sixth grade, & English is her second dialect. At the point when another understudy approaches & says something to her in English, Cleo dismisses. The other understudy leaves. This happens a few times amid the day. Escape peer consideration What capacity? Setting occasion Antecedent Response Consequence New understudy Student approaches & talks in English Cleo dismisses Other understudy leavesSlide 37
When his educator solicits him what the legislative center city from a nation is, Napoleon gives the right replies. His instructor lauds his right reply, & lets him know he may work independent from anyone else or a companion on whatever is left of the task. Access peer & grown-up consideration What capacity? Setting occasion Antecedent Response Consequence Teacher solicits what state house city from nation is Napoleon give right answer Teacher gives verbal acclaim & time to work with a companion NoneSlide 38
As Veloce is strolling, different children take a gander at him & say "what\'s up?" He thinks back and says: "Who ya lookin\' at?!" "Ya need some of this?!" "Ya talkin\' to me?!" Kids shake their heads & all him "weirdo." Access OR escape peer consideration? What capacity? Setting occasion Antecedent Response Consequence How would you know? Evaluate? How would you know? Take a gander at him. "What\'s up!" "Who ya lookin\' at?" "Ya need Some?" "Ya talkin\' to me? Kids shake heads & call him "weirdo" ??Slide 40
TH1 for Hillary: "When Hillary sits beside Bill, Hillary whispers in his ear. Bill laughs." Test control ? Placed Al in Bill\'s seat. Impact : Hillary whispers in Al\'s ear . Grow new testable speculation!Slide 41
TH2 : "When Hillary sits alongside young men, she whispers in their ears. The young men chuckle." Test control ? Placed Monica in Bill\'s seat. Impact : Hillary does not whisper. Use information to create intercessionSlide 42
Example 1: Different practices with various capacities Kirsten\'s instructors concur that she has 2 reaction classes that meddle with her social accomplishment at school, & create two testable speculations :Slide 43
Setting Event Setting Event Antecedent Event Antecedent Event Behavior Consequence Event Consequence Event None Peers play diversion & have strife. Educator exhibits different stride demand. Verbal dissent, resistance, foot stepping. Pushes peers away, utilizes obscenity, tosses rocks. Educator rehashes demand 4 to 5 times & debilitates after school suspension. Peers quit playing with Kirsten. Get grown-up consideration Implication! 2 mediation varieties Escape peer socialSlide 44
Example 2: Same practices with various capacities Amy instructors have seen two distinct conditions when Amy shows same issue practices ( 1 reaction class ). They created taking after two testable theories :Slide 45
Setting Event Setting Event Antecedent Event Antecedent Event Behavior Consequence Event Consequence Event None Teachers give Amy restorative criticism about her work. Peers attempt to draw in Amy in con-versations. Dismisses eyes, does not go along verbally, pulls sweater over his head. Dismisses eyes, does not agree verbally, pulls sweater over his head. Peers move away. Educators take a seat alongside her, rub her shoulders, & say encouraging words. Maintain a strategic distance from associate consideration Implication! 2 intercession varieties Get grown-up socialSlide 46
Functional Assessment Checklist for Teachers "Certainties" STEP 1 : Student/Grade: _____ Clarence/fifth grade _____ Date: ____ January 11 ___________ Interviewer: ___________ Sugai ________ Respondent(s): ____ Thomas _____ STEP 2: Student Profile: Please recognize no less than three qualities or commitments the understudy conveys to class. C. has administration potential. Peers listened to him, and he can be extremely persuading and genuine. He\'s scholastically skilled and is by all accounts moving easily and effectively through the school educational modules. STEP 3: Problem Behavior(s ): Identify issue practices ___Tardy_ X Fight/physical Aggression ___ Disruptive___ Theft___ Unresponsive X Inappropriate Language_ X __ Insubordination___ Vandalism___ Withdrawn_ X __ Verbal Harassment____Work not done___ Other __________ ___ _ X _ Verbally Inappropriate___ Self-harm Describe issue conduct: C. may have one of the most brief wires I\'ve seen. One little bother by a companion, and he rapidly and typically heightens through a behavioral grouping that starts with detached in subordination (non reaction), moves to a gentle challenge, movements to provocation and verbally abusing, increments to property harm and even to physical animosity. Its intriguing that he appears to "appreciate" the responses he gets from companions that he aggresses toward, and from associates who admire him for his forcefulness.Slide 47
STEP 4: Routine AnalysisSlide 49
When has FBA been finished?Slide 52
Desired Alternative Typical Consequence
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