EMPOWERED NOT DEVOURED:
What Can Behavior Services
Do For You?
Presented by:
Amber Melton and Sarah Chandler
June 2 & 3, 2014
Do You Know Your Superheroes?
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Objective:
The participant will gain knowledge of
resources and supports provided by the
Behavior Services Staff and actively
participate in the session as assessed through
observation and performance.
Please note…
There will be a five-minute scheduled break in
45 minutes. At that time, you will be able to
engage in an activity of your choice within
the room. Electronic devices will be permitted
at this time.
Throughout the presentation,
represents that a handout has been provided
as a reference. Refer to the packet you were
given.
head banging
fighting
hitting
yelling
biting
throwing
things
screaming
crying
non-compliant
Cursing
Getting out of seat
Inappropriate sexual behavior
running
destroying property
pushing
Devoured ?
Empowered ?
Behavior Staff
Purpose of the
Behavior Support Services
To collaboratively provide resources and
support that will
1. Ensure safety of all staff and students
2. Align services and programming with federal
and state guidelines
3. Allow teachers to focus on teaching and
learning
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Coordinator
Positive Behavior Specialists
Behavior Coaches
SPED Social Worker
Behavior Techs
Why Involve The Behavior Staff
• Support
• Resources
How To Involve The Behavior Staff
• Complete a Behavior Support Services
Request Form or a SPED Social Worker
Request Form.
• Be knowledgeable of the Behavior Specialist
and Behavior Coach assigned to your school.
When To Involve The Behavior Staff
- As soon as there is a pattern of behavior with
a student and strategies and reinforcements
have not been successful at the school level.
- After a BMP or BIP has been implemented
and no progress is being made.
Role of Coordinator
• Supervise
• Collaborate
• Consult
• Train
Role of Positive Behavior Specialists
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Write
Attend
Provide
Monitor
Lead
Create
Consult
Train
Input
Role of Behavior Coaches
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Assist
Model
Observe
Teach
Provide
Create
Train
Input
Role of SPED Social Worker
• As a social worker, I am here to provide a positive school-homecommunity connection.
• I can provide resources to students and families such as Medicaid
or SSI application help, Region IV or other Counseling Service
referrals, Job Corp referrals, residential placement, Youth
Services/Youth Court, Medication assistance, and other available
community resources.
• I can make referrals to the Mississippi Department of Human
Services for suspected abuse, neglect, or exploitation of a child. I
can follow up with our local DHS and their social workers.
• I am involved with the DeSoto County MAP team.
• I also provide Social Skills services to students and conduct group
sessions for the students at Alpha and Omega.
Request for Special Education
Social Work Services
Role of Behavior Techs and
ABA Instructors
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Implement
Assist
Observe
Communicate
Provide
Participate
Region 4 Children’s Services
Region IV Basic Information
Region IV Services Include:
• The main office is located in
Hernando at 2725 Highway 51
South
• The phone number is 662-4491808. The on call/after hours
phone number is 1-888-287-4443.
• Hours of operation are 8:00-5:00
Monday through Friday.
• Children’s Services are
reimbursed by most private
insurances including Medicaid
and CHIPS. Services may also be
based on a sliding fee schedule
that is determined by family size
and income.
• Individual, group, and
family therapy
• Case Management
• Day Treatment-School
Bases and Preschool
• School Based Nursing
Services
• Psychiatric Services—Risk
Assessments
• MAP Team
Region IV Children’s Services
Counselors
Case Managers
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Reginald Magee
Tammara Armstrong
Melissa Lyons
Sommer Tubbs
Monica Lemmons
Amanda Beuning
Carisha Williams
Marc King
Paula Clay
Belinda Lundford
Lashundra Jones
Tessica Eckford
Yoko Montgomery
Rochelle McGee
Shakebra Young
Tina Dow
Earline Jordan
Chris McClinton
Kristen Merritt
Delcenia Pegues
Sylvia Lindsey
Tanya Redmond
Miranda Roberts
Training
Opportunities
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Understanding Data from FBA to Implement BIP
Got Behavior? Are you Programming for it?
Avoiding a Meltdown: Autism & EMD behavior
Social Skills Training
Paraprofessional Behavior Module
A Guide to Writing a Behavior Modification Plan:
Getting Answers
• CPI
• Teaching Social Skills in the Classroom
• How to Teach Replacement Behaviors While Teaching
To schedule professional development sessions during
planning times, LSC meetings, or afterschool professional
development please call Peggy Darnell.
Preventing and
Encouraging
Positive Student
Behavior
CPI Crisis Development Model
CPI Verbal Escalation Continuum
Creating and
Implementing
School-Based
Behavior
Modification Plans
- Target Behavior(s)
- Function/Hypothesis
- Replacement Behaviors
- Strategies/Interventions
- Positive Reinforcement/Natural
Consequences
- Progress Monitoring
Target Behaviors
• Observable
• Measureable
Examples…
Which is best?
1. Ally is defiant.
2. Ally stays at the computer to continue
playing after her time is up and requires
prompting to end and move to the next
activity.
Function/Hypothesis
Sensory
Stimulation
Attention
Escape/
Avoid
Access to
Tangibles
What’s the Function?
Ally stays at the computer to continue playing
after her time is up and requires prompting to
end and move to the next activity.
Ally wants to continue engaging in a preferred
activity.
Escape/Avoid non-preferred activity
TOOL
Replacement Behaviors
• Must serve the same function as the problem
behavior
• Be proactive, not reactive
• Be efficient and effective
• If we do not teach a new behavior, the
student will come up with a new way to get
what he/she wants.
Examples of Replacement
Behaviors
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Use a schedule
Say “all done”
Ask for a break, help, a turn, a hug
Identify feelings
Say “no”
Take turn
Express feelings using words
Strategies/Interventions
3 Common Research-Based Strategies
- Check-in and Check-out
- Token Economy
- Scheduled Breaks
Check-in and Check-out
• Why
• When
• How
Token Economy
• What is it?
• What are the benefits
Scheduled Breaks
 Why
 What does it look like?
Positive Reinforcement/
Natural Consequences
• Occurs when a reward, sometimes called a
reinforcer, is given for a specific desired
behavior.
• Over time, this will lead to an increase in the
desired behavior.
• Many experts believe that reinforcement is
more effective than punishment in shaping
long term behavior.
• Should be age appropriate and
something valued by the student,
Tool
• Forced –Choice Menu
• Picture Menu
Progress Monitoring
• How
• How often
• By whom
- Is the replacement behavior increasing?
- Is the target behavior decreasing?
- Is the reinforcement decreasing?
Plans should be reviewed two to three weeks
after implementation and monthly following.
FBA
Functional Behavioral Assessments (FBA) identify the
function(s) of an individual student’s behaviors and provide
information leading to effective interventions and needed
supports.
Purpose of FBA:
An FBA allows educators to better understand the following
areas of concern:
• Skill deficits (academic and behavioral)
• Performance deficits (academic and behavioral)
• Student preferences
• Reinforcement that is maintaining appropriate and/or
challenging behavior.
• For a student who becomes subject to disciplinary action a
functional behavioral assessment is used to develop a
behavior intervention plan within the context of the IEP
process.
BIP
• Same components as a BMP but driven by
the FBA
• Must be progress monitored
• Must be reviewed three weeks after
implementation
• Must be revised if progress is not being made
by the student
YOU are
We appreciate you!
What can the Behavior Services Staff do for YOU?
Amber Melton, Positive Behavior Specialist
amber.melton@dcsms.org
Sarah Chandler, Sped Social Worker
sarah.chandler@dcsms.org