Behavior+Strategies

** EEX 4601 **
 * Behavioral Strategies Binder **
 * Pamela Albright **
 * Margaret Casto **
 * Val James **
 * Fall 2009 **
 * Applied Behavior Analysis **
 * Dr. Maria Reyes-MacPherson **
 * Table of Contents **
 * Articles: **
 * “It May Be Non-aversive, But Is It a Positive Approach? Relevant Questions to Ask Throughout the Process of Behavioral Assessment and Intervention”, //Margaret Casto//**
 * “A Picture Is Worth… Video Self-Modeling Applications at School and Home”, //Margaret Casto//**
 * “The Impact of Positive Behavior Support to Decrease Discipline Referrals with Elementary Students//”, Val James//**
 * “Making It Work: Teaching Exceptional Children”, //Pam Albright//**
 * Five strategies to Increase Behavior: **
 * Token Boards**
 * Visual Schedules**
 * Success Chains**
 * Set Goals**
 * Strategy Sheets**
 * Five Strategies to Decrease Behavior: **
 * Handling Misbehavior during Instruction**
 * Positive Peer Reports**
 * Rubber Band Intervention**
 * Peer Tutor**
 * Group Reward **

=**Articles**= “**It May Be Non-aversive, But Is It a Positive Approach?** This article brings attention to the very important issue of ethics within the practice of behavior modification. The authors disclose the realistic concern that behavior modification can and often does become a power struggle between, an individual who is trying with the only means available to them to exert independence, and teachers and caregivers who feel they must train the person and control their behaviors. The authors present six questions that can help guide the approach to behavior management and help to prevent crossing the line of becoming controlling and coercive. The questions are: 1. “Does the person have opportunities to express opinions and to control his or her life through meaningful choices?”(Weiss & Bloomsburg, 2008) Often inappropriate behavior is a manifestation of frustration due to a lack of control and choices. This article made the very important point that by enforcing more control matters are made worse. 2. “What needs does the person address through his or her problem behavior?” (Weiss & Bloomsburg, 2008) In other words, what is the pay off for the individual? This helped me to realize that every behavior has some kind of pay off even if it is a negative one. Negative attention is better than no attention. 3. “How will our actions positively influence the person’s quality of life ?” (Weiss & Bloomsburg, 2008) This, to me, is of major concern. This should be our first concern. As teachers we should always be looking for ways to uplift our students and help them move towards being as independent as possible and to recognize their own personal value. 4. “How have the people who know and care about the person participated in the process?” (Weiss & Bloomsburg, 2008) This is especially important when the student is nonverbal. Often those people who are most familiar with the student have valuable information with regard to interpreting behaviors. In addition they are more likely to work with you if you show them that you value their input. 5. “How is the approach used to, affect the people implementing the procedures and others?” (Weiss & Bloomsburg, 2008) I had not thought about this issue, but the author addresses the effects on caregivers who find themselves in a constant mode of managing and modifying behaviors. They begin to view the person as a set of behaviors rather than a human which causes them to become detached and more prone to abuse and coercion. 6. “How will the behavioral interventions minimize the likelihood of crisis?” (Weiss & Bloomsburg, 2008) The purpose for behavior modification is to avoid crisis and help the student learn ways to be socially accepted. If the intervention isn’t serving that purpose you should rethink the intervention. Their final statement really put quite pointedly where our roles and responsibilities lie. “…,we have a responsibility to the people we serve (and to ourselves) that has less to do with getting others to act in predetermined ways and much more to do with supporting people to become increasingly self-directed and fulfilled.” (Weiss & Bloomsburg, 2008) Weiss, Nancy R. & Tim Knoster. (2008) //Relevant Questions to Ask Throughout the Process of Behavioral Assessment and Intervention.// Journal of Positive Behavior Interventions. 10(1), 72-78 “**A Picture Is Worth… Video Self-Modeling Applications at School and Home**” In this article Dr. Tom Buggey reveals his research in Video Self Modeling as a strategy for behavior management. There are numerous research studies that show the positive rewards of modeling to change behavior. Today’s teaching strategies are built on the foundation of modeling for learners. Most often the modeling is done by a teacher or another adult and the child copies the behavior or procedure. In other instances a peer is the model of the appropriate behavior. Research shows that the similarities between the children have a direct effect on the efficiency of the outcome. For instance the benefits will be more quickly realized if the student modeling the behavior is the same gender, race, and cognitive level as the student whose behavior you are manipulating. Dr. Tom Buggey recognized these benefits and decided to see what would happen when the student became their own model. In order to make this work he first performed baseline data to pinpoint a precise target behavior. Next he conducted a task analysis of the behavior. Then he decided what he would need to do; manipulate the environment, video, or conditions in order to create a video of the student being successful at the target behavior. Then allow the student to watch the video of them being successful. In Dr. Buggey’s article the results are very promising. He discloses the steps and suggestions for performing this type of strategy in a classroom. He also offers a couple of precautions with regard to confidentiality of the others in the classroom and care in selecting outcomes that are developmentally appropriate for your students. This is an excellent article and the strategy has great potential, based on current research, for helping a lot of students overcome socially inappropriate behaviors. I think this strategy would be very time consuming but well worth it. It has been my experience that children in general love to see themselves on TV, what a motivator to participate. Then they also reap the benefit of witnessing themselves being successful. Buggey, Tom PhD. (2007) //A Picture Is Worth… Video Self-Modeling Applications at School and Home.// Journal of Positive Behavior Interventions. 9(3), 151-158 This article offers an in-depth look at how one Southeastern elementary school developed a new plan when they noticed an increase in discipline referrals. The new plan was designed school wide with support groups for targeted areas. After the Positive Behavior plan went into effect, ratings were reported by teachers and staff to have a significant decrease in referrals. The interventions of eight different lessons were taught to students who were given pre and post tests to see how much was comprehended and what lessons needed to be re-taught. Lesson topics included relationships, group experiences and behaviors that can distract one from learning. Although PBS did lower the referral rate the first two years it implemented these changes could have been because of a change in administration. By incorporating these eight lessons the first few weeks of school each year, the referral rate was able to be drastically reduced and in some cases was almost diminished completely. Students who participated showed a rapid decline in behavioral problems mainly because the ground work had been laid out for them, by addressing problems these students could face before they became an issue. Students were able to learn how to handle situations they might not have had any experience with before these sessions. The two highest percent changes were in inappropriate behaviors and bus referrals. Having been a bus driver for the last ten years, I can personally state that a 50% reduction in referrals is a huge accomplishment. I know in speaking with those who rode my bus, I was continually asked, “What if this or what if that” type of questions. I truly believe that most students want to know the right thing to do, they want to please their elders, but so often we forget to show them how to do the right thing. By using these eight lessons we are able to give them the answers to so many unanswered questions. **Resource:** Sherrod, M., Getch, Y., Ziomack, D. (2009). The Impact of Positive Behavior Support to Decrease Discipline Referrals with Elementary Students. Professional School Counseling, 12(6), 421-427 This article is about “Differentiating Tier Two Self-Regulated Strategies Development in Writing in Tandem with School-wide Positive Behavioral Support.” A second grade teacher has been using a positive behavior support program for three years. In these three years she noticed that many of the behavior issues are related to the student’s struggle with writing. Because of this she must decide what kinds of accommodations/ modifications are needed for her struggling writers. This article talks about the 3 Tiers: Primary, secondary, and tertiary prevention. The students’ chosen for this study had both behavior problems and where those who struggled with writing. In this study the students were taught self-regulated strategies, which is taught based on the individual needs. Teachers assist the students for a time but gradually pull away, encouraging the student to be self sufficient. There are five stages this study focused on with the student self-regulated strategies: 1) Develop Background Knowledge 2) Discuss It, Model it 3) Memorize It 4) Support It 5) Independent Performance. Based on the results of this study more teachers are interested in self-regulated strategies development. Instruction was modified and accommodated per student differing based on the academic, social and behavioral needs of each. This article had a lot of great information. We as teachers must see that not all students learn nor produce at the same rate. We must keep in mind that all students differ in one way or another. I have heard a lot of information based on the three tiers. There have been great results using these strategies in the classroom. We must remember that not all students will need one on one instruction but some will. We must make the time to ensure that our students receive the accommodations and or modifications needed. I am happy to read that this study will not stop here. The authors plan to continue research on the need in Tier two with one on one support. They say that they will collaborate with teachers al. I am very interested in seeing the end results. Sandmel, K., Brindle, M., Harris, K., Lane, K., Graham, S., nickel, J., Mathias, R., and Little, A. (2009) Making It Work. //Teaching Exceptional Children.// Vol. 42, No 2, pp 22-33. The idea behind token boards is providing the student with a visual of what they are working toward. For some children verbal statements of “If” “Then” are too abstract and they lose focus, but with token boards the visual is there for them to see their goal as well as how well they are progressing towards it. I have seen them used in an Autistic Unit at an elementary school and it worked quite well. You place a picture of the goal and then provide spaces for the number of times you want the behavior to occur prior to receiving the reward. If you also provide a picture of the appropriate behavior, it is even more effective. As the student performs the desired behavior they receive a check mark, smile face, or sticker in each box, until they have fulfilled the expectations and receive the reward. Then you star all over again. This makes it easy to adjust as the student reaches mastery of the behavior.
 * Relevant Questions to Ask Throughout the Process of Behavioral Assessment and Intervention**”
 * Resource:**
 * Resource:**
 * //“The Impact of Positive Behavior Support to Decrease Discipline Referrals with Elementary Students”//**
 * //“Making It Work: Teaching Exceptional Children”//**
 * Reflection**
 * Resource**:
 * __Five strategies to Increase Behavior:__ **
 * 1.** ** Token Boards **

**Resource:**
Miller, Cheryl SLP. (2007) //Using Visual Strategies to Improve Behavior.// Retrieved October 27, 2009 from augresources.com. [] These work as preemptive measures for reducing inappropriate behavior and increase on task behavior. Some students are overwhelmed by what they perceive as unrealistic expectations that they will have to work all day. This strategy provides them with a cue of what is to come next during the day and breaks the day into small more manageable segments. Schedules like these relive anxiety and help students to see the work ahead of them in small chunks and feel less overwhelmed. It also helps them to realize, if they get this task done before that time then they may have a few minutes to do something they enjoy. Here is an example of a visual schedule: Of course this could be made as precise as is necessary to help the individual student reduce anxiety and thus increase on task behavior. Research has shown that schedules like these are extremely beneficial for students on the Autistic spectrum who suffer from transition anxiety. Miller, Cheryl SLP. (2007) //Using Visual Strategies to Improve Behavior.// Retrieved October 27, 2009 from augresources.com. []
 * 2.** ** Visual Schedules **
 * Resource:**

These can be used for a whole group or an individual. Each time the group or individual performs the positive behavior they receive a link for their chain. The chain can be made of small paper clips, paper rings, or anything you choose. You assign a specific number of lengths for the chain based on what you want them to do. Then you also decide how often they will receive the reward for that number of links. For example: You want the class to walk through the halls quietly. You tell them each time we walk through the halls quietly you will receive a link for your success chain. Since there are 5 times a day we have to walk through the halls each day, if we have 5 links at the end of the day you will have 10 minutes at the end of the day to play a game (or whatever you want to make the contingency). Behavior Tips and Tricks. (2008) Retrieved November 3,2009 from Specialed.about.com. [] Discuss with the student an appropriate goal. In your discussion be clear and concise about your expectations as well as the student’s expectations. Make sure that the student understands what the appropriate behavior looks like. Provide prompts, pictures, or mnemonics to help them remember. Agree on a method of assessing and providing positive feedback, (thumb up, note at the end of the day, sticker). Then adhere closely to the guidelines. If you demonstrate that it is important then the student will too. If you feel that it is not working, have another meeting with the student prior to changing the agreement. Mercer, Cecil D, & Ann R. (2005) __Teaching Students with Learning Problems, 7th Edition__.Upper Saddle River, New Jersey: Pearson Hall. Once the student has mastered a skill or strategy in one setting, assist the student in creating a 'strategy sheet' that lists the key steps that make up the strategy. Starting with the setting in which the student is already successfully using the strategy, train the student to use the checklist as an independent self-check to verify that he or she is implementing the strategy correctly. (If the targeted strategy is 'note-taking', for example, a strategy checklist might include items such as 'Brought paper and writing materials to class', 'Sat near the teacher', 'Wrote down all key points', 'Highlighted unfamiliar vocabulary', etc.) Once the student has demonstrated reliably that he or she can use the checklist correctly, meet with the student and identify other settings where the student would benefit from using the strategy. Make a list of those settings. Establish the goal for the student that he or she will use the strategy in the new settings whenever appropriate. Have the student log the times when he or she actually uses the strategy in those new settings. Reward and praise the student for successfully using the skill or strategy in the new setting. Encourage Other Teachers to 'Coach' the Strategy: Talk with other educators in your school who work with your student. Describe for them the skill or strategy that your student is able to use reliably in your classroom and that you would like to see generalized to other settings. Encourage these educators to prompt the student to use the strategy when appropriate in their classrooms. Request that your colleagues keep you informed-and be sure to reward and praise the student whenever teachers outside of your room report that the student has successfully used the strategy!
 * 3.** ** Success Chains **
 * 4.** ** Set Goals **
 * Resource:**
 * 5. Prepare Strategy Sheets**
 * Resource:**

Extending Learning Across Time & Space: The Power of Generalization. Retrieved November 10,2009 from interventioncentral.org.
 * http://www.interventioncentral.org/htmdocs/interventions/specialneeds/generalization.php**
 * __ Five Strategies to Decrease Behavior: __**

“Every teacher eventually comes up against a child who misbehaves during instruction. This is not only frustrating to the teacher, but it also robs the class of valuable teaching and learning time. Such behavior must be handled, however, or it will only become worse and take even more time away from learning. Look at Figure 1-4. This was originally produced on a 3x5-inch index card. Several were made and kept in the teacher's desk. Suppose you are teaching, and you notice Martin busily making spitballs. You go to your desk as you continue teaching, remove one of the cards, and make your way to Martin's desk. Without a word to Martin or a second lost from instruction, you place the card on his desk and walk away. That's it. Time lost from instruction is zero. Now, however, Martin has more to think about than spitballs. Since he must return the card to you at the end of the period, he has matter for mature reflection, and it should make him reappraise his spitball manufacturing, at least for the time being. When the card is returned, it will be your judgment that determines what further action, if any, is required. This works well for upper elementary and middle school.” It looks to me as if you are disturbing the class. This is unfair to your classmates. Please STOP now. Misbehavior Card (2009) Retrieved November 10, 2009 from Teacher Vision. Changing Negative Behaviors by Rewarding Student Compliments //The intervention appears to work because it gives the rejected student an incentive to act appropriately for positive attention and also encourages other students to note the target student's good behaviors rather than simply focusing on negative actions. Another useful side effect of positive peer reporting is that it gives all children in the classroom a chance to praise others-a useful skill for them to master! The Positive Peer Reporting strategy presented here is adapted from Ervin, Miller, & Friman (1996).// In this intervention, students will earn a point every time that they successfully praise a peer when you call on them. Decide how many points (e.g., 100) the class must earn collectively in order to be able to cash them in for a group reward. Pick out at most two students in the room who appear to be socially rejected and who seek peer attention in negative ways. Set aside 10-20 minutes to review the fundamentals of praise statements with your students. Before class, post copies of the What Is Praise? and Examples of Praise posters on the classroom wall. Begin the lesson by paying several compliments to students. Vary your praise. Introduce the concept of 'praise' and define the term for students. Present sample praise statements. Show students the //Examples of Praise// poster. Tell students that we can use statements like those on the poster to praise others. Read through the items on the poster. [] [] [] Tell students that they will have a chance to earn a group reward. Each day you will announce at the start of class the names of 3-5 students.(I would allow this to be done anonymously.) At the start of each day or class period, select 2-3 student names at random and add them to the names of your target students (from Step 2). Announce the list of names to the class and remind the group that they will be asked to come up with compliments for each student on the list at the end of class. (You may want to write the names of the selected students on the blackboard as an additional memory aid.) At the end of class, review the list. For each name listed, ask students to raise their hand if they have an appropriate compliment for the student. Once an individual has received 2-3 genuine compliments, move to the next name on the list. Resource: Positive Peer Reports: Changing Negative Behavior by Rewarding Student Compliments (2002) Retrieved November 4, 2009 from Intervention Central []
 * 1. HANDLING MISBEHAVIOR DURING INSTRUCTION (I**)
 * Bring this card to me at the end of the period.
 * [] **
 * 2. Positive Peer Reports**:
 * Steps in Implementing This Intervention**
 * Step 1: ** Select One or More Group Rewards.
 * Step 2: ** Choose Students as Particular Targets for the Intervention.
 * Step 3: **Teach Students to Praise Each Other.
 * Step 4: **Introduce the Positive Peer Reporting intervention.
 * Step 5: ** Start the Positive Peer Reporting intervention.
 * 3. ‘Rubber-Band' Intervention**

Preparation: Develop a reward menu for the individual selected for this intervention. (NOTE: For suggestions on how to create a reward menu, see [|Creating Reward Menus that Motivate: Tips for Teachers].) Decide how many points that you will require the student to earn to 'buy' specific rewards. Review with the student the kinds of disruptive classroom behaviors (e.g., talking out, out of seat, approaching other students at inappropriate times, etc.) that you are targeting to be reduced. Give the student clear examples of each problem behavior. Introduce the rubber-band monitoring intervention (described below), making sure that the student fully understands the procedures and criteria for success.  Review with the student the kinds of disruptive classroom behaviors (e.g., talking out, out of seat, approaching other students at inappropriate times, etc.) that you are targeting to be reduced. Give the student clear examples of each problem behavior.  Introduce the rubber-band monitoring intervention (described below), making sure that the student fully understands the procedures and criteria for success. Steps in Implementing This Intervention: Smiley, Wendy. Rubber-band Intervention. Retrieved November 4, 2009 from Intervention Central. [] Students, who disrupt the lesson and talk when the teacher is talking in order to get attention, can be given an opportunity to gain attention in a positive way. They can be recruited as tutors for struggling students. The teacher could set aside some time to work with them one on one and train them how to help without giving the answers. Then a connection can be made between the importance of paying attention and their ability to be good tutors. As always positive feedback and praise are essential to success. Behavior Tips and Tricks (2009) Retrieved November 10, 2009 from about.com [] Put a classroom-wide reward system in place to suppress group negative behaviors that can disrupt the learning environment and undermine a target student's attempts to try out new, appropriate behaviors in the class setting. A teacher might set up a simple group reward program, for example, in which the entire class is awarded 20 'good behavior' points for each morning and 20 points for each afternoon in which they show consistently positive behavior. The class is promised a pizza party when they have accumulated 1200 points. However, the group will fail to earn points in a given morning or afternoon if they persist in negative behaviors after two teacher warnings. Negative behaviors might include talking during teacher-directed lessons, laughing at another student's misbehavior, or engaging in teasing or putdowns. A group behavior plan can help to improve the learning environment and also prevent a target student from being picked on by peers or being encouraged to misbehave. Extending Learning Across Time & Space: The Power of Generalization. Retrieved November 10, 2009 from Intervention Central []
 * Materials:** Rubber-bands, Student monitoring chart
 * []**
 * Step 1: ** During the period of the day that monitoring is in effect, put up to 6 rubber-bands around one wrist at the start of each half-hour. Each time that you must verbally remind or prompt the student about his or her behavior, transfer a rubber-band from one wrist to the other.
 * Step 2: ** At the end of each half-hour, count up the number of rubber-bands remaining on the original wrist. If at least one rubber-band remains, your student earns a '+' rating for that half-hour.
 * Step 3: ** Briefly approach the student at the end of each half-hour to review his or her behavioral performance and (if earned) to have the student add a '+' to a simple monitoring chart taped to the student's desk.
 * Step 4 **: When the student has earned a sufficient number of '+' points, allow the student to redeem those points for a reward.
 * Step 5: ** As your student's classroom behaviors improve, gradually reduce the number of rubber- bands that you place on your wrist at the start of each monitoring period-until you have only 1-2. At that point, you can consider discontinuing this strategy or using it only intermittently.
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 * 4. Peer Tutor**
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 * 5. Group Reward System**
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