State and University Partnership
Project HELP: Low Incidence
Initiative
Project ABRI: Academic and
Behavior Response to Intervention
Michael Abell
Amy S. Lingo
Terry Scott
Regina Hirn
University of Louisville
https://louisville.edu/education/srp
Agenda
Session General Overview
• Low Incidence Best Practices
• Behavior and Academic Response to
Intervention
Project HELP
Helping Extend Learning and Practice
•
•
•
•
•
Overview
Splash Components- Collaboration, Reading,
Splash Component- Math
IMAAS-Instructional Planning (reg & sped)
IHE-MSD standards
Literacy for Students with Significant Cognitive
Disabilities
• Old model of literacy- why not adequate
• New model of literacy- new outcomes
• Building blocks of literacy
Presented by P. Mims
8.4.08
4
Former Thinking- Some students don’t need academics
• “Trainable” thinking
• Focus ONLY on
functional life skills
• No attention given to
literacy
• “Functional reading
only” thinking
– Only sight words from
daily living activities
(e.g., food words,
schedule words)
• Teaching sight words is
important, but not
enough!
Presented by P. Mims
8.4.08
5
Changing Curricular Context for Students with
Significant Disabilities
 1990s
 Early 1970s
Adapting infant/ early
childhood curriculum
for all ages
 1980s
Rejected
“developmental
model”
Functional, life skills
curriculum emerged
Presented by P. Mims
Also: social inclusion
focus
Also: self determination
focus
 2000
General curriculum
access (academic
content)
Plus earlier priorities
(functional, social, self
determination)
8.4.08
6
What promoted general
curriculum access….
• A national focus on
reading, math, and
science…
• NCLB and IDEA
• Student success
stories
•Presented by P. Mims
8.4.08
7
New Optimism about Teaching Reading
to All Students
• “Science of reading”
opens door to
teaching all students
to read
– Preventing Reading
Difficulties in Young
Children (Snow, Burns,
& Griffin, 1998)
Presented by P. Mims
• But what about– Students who may use
nonlinguistic
communication skills
– And who need greater
time to learn and
intensive forms of
support
8.4.08
8
Why We Don’t Know If Students with Significant
Disabilities Can Learn to Read
• Consistent lack of focus on reading for this population
– In content analyses of textbooks (Katims, 2000)
– In ethnographic studies of students’ school
experiences (Kliewer, 1998)
• In the last 20 years while the “science of reading” has been
developing, the focus in severe disabilities has been functional
life skills
Presented by P. Mims
8.4.08
9
The Opportunity to Learn Reading
• Because…
– Students “potential” to make progress is unknown without
the opportunity to learn
– Students who are not disabled are not required to master all
life skills before getting to learn to read
– Academic instruction for students who are nondisabled does
not end at the first sign of “no progress”
– Reading is a “pivotal skill” that can enhance adult outcomes;
reading is functional
– Even if students do not become literate, the acquisition of
early literacy skills can open opportunities to enjoy and
benefit from a wide range of age and grade appropriate
literature
Presented by P. Mims
8.4.08
10
A New Model for Literacy: Two
Outcomes
• Gain meaning from
literature
Presented by P. Mims
• Gain independence as
a reader
8.4.08
11
Less
Emphasis
More
Emphasis
A New Model of Literacy
Functional
Reading
↑
LiteratureShared Stories
(Books)
Narrative and
Informational
↓
Presented by P. Mims
Secondary
Middle
How
to read
(decoding,
etc.)
8.4.08
Elementary
12
Goal 1: Gaining Meaning from
Literature
• What is the literature?
– Same books, novels, other literature as that of their
chronological age and grade level
• “Grade appropriate” instruction with support
– Also includes text found across the general
curriculum
Presented by P. Mims
8.4.08
13
Literature Focus
• Read to/with students daily
• Opportunities for students to explore books
• Discussion of the literature
Presented by P. Mims
8.4.08
14
Reading with Students•
•
•
•
Improves communication skills
Introduces joy of books
Enhances comprehension
Learn to construct meaning through
interactions with the reader
• Broaden knowledge of the world
Presented by P. Mims
8.4.08
15
Characteristics of
Good Read Alouds
•
•
•
•
•
•
Select and plan the reading
Preview book with students
Animated and fluent reading
Stop at various points to discuss; ask questions
Connect with writing activity
Repeated reading of same book
Presented by P. Mims
8.4.08
16
Dual Instruction
• Teaching to
instructional level
– Emergent literacy
• Using age appropriate
literature and
activities
– General curriculum
reading series
Presented by P. Mims
8.4.08
17
Goal 2:
Gaining Independence as a Reader
• National Reading Panel’s identified components
of reading
– Phonemic awareness
– Phonics
– Vocabulary
– Fluency
– Comprehension
Presented by P. Mims
8.4.08
18
What evidence do we have that this
population can gain reading skills?
Browder, D. M., Wakeman, S. Y., Spooner, F. H., Ahlgrim-Delzell, L., &
Algozzine, B. (2006). Research on reading for students with significant
cognitive disabilities. Exceptional Children, 72, 392-410.
Presented by P. Mims
8.4.08
19
Components of Reading Found
80
70
60
50
M oderate
40
Severe
Other
30
20
10
0
Picture id
Sight Words
Phonics/Decoding
Phonemic Awareness
Comprehension
Fluency
Other
20
From the research we know• We have not tried to teach phonemic
awareness and phonics to this population
– In contrast, substantial research on reading
emphasizes importance of decoding skills
– The few studies with a phonics focus had strong
effect size and included students with severe MR
offering promise for future
Presented by P. Mims
8.4.08
21
What is Phonemic Awareness?
• Ability to hear and manipulate phonemes
– E.g., How to change tap into cap
• Blending and segmenting
– Say cat the slow way
– I say slow way/ you say fast way
Presented by P. Mims
8.4.08
22
Print Awareness and Phonics
• Phonics is connecting sounds to symbols
– E.g., can read new CVC word by sounding it out
• Print awareness
– Letter recognition
– Left to right sequence
– Point to words that I read
Presented by P. Mims
8.4.08
23
Comprehension as Ultimate Goal
• NRP found multiple comprehension strategies:
– Comprehension monitoring, cooperative learning,
graphic organizers, story structure, questioning,
question answering, question generation,
summarizing
• Improved comprehension can boost overall
reading skill and related communication skills
Presented by P. Mims
8.4.08
24
Comprehension in Research with
Students with MR
• Overemphasis on “word naming” without
demonstrations of comprehension
• Comprehension can be taught with systematic
instruction
– E.g., to match word to picture or use in functional
activity
Presented by P. Mims
8.4.08
25
Comprehension
• Students need a way to “show what they know”
– Point, pull off, take one, eye gaze
• Students need to learn to make a selection
response
– Four choice array; one correct answer
Presented by P. Mims
8.4.08
26
Fluency
• Fluent reading is accurate, completed at a reasonable rate and
prosodic
• Examples
– Rapid recognition of sight words
– Reading a repeated story line
– Decoding a word in short period of time
Presented by P. Mims
8.4.08
27
Vocabulary
• Strong evidence for teaching sight words and pictures
– Evidence that students with severe intellectual
disabilities can learn to read sight words
• Need to extend these powerful teaching strategies to other
components of reading
– Comprehension
– Decoding
Presented by P. Mims
8.4.08
28
Read Alouds Foster Vocabulary
• What do you think this story will be about?
• Stories with novel concepts; new terms
• Using props to give the new concepts meaning
Presented by P. Mims
8.4.08
29
Four Building Blocks of Emergent
Literacy Instruction
•
•
•
•
Self-selected reading
Guided reading
Working with words, pictures, and symbols
Writing
– From “Classrooms that Work: They Can All Read and
Write” (1999)
Presented by P. Mims
8.4.08
30
Project ABRI
Academic & Behavior Response to Intervention
• Overview
• Core Goals-{Academic & Behavioral}
– School & District Support
– Capacity Building [school, district, statewide]
– Extended support through Special Ed. Coops
• Support Mechanisms
–
–
–
–
–
Onsite training & support
Site visits & coaching
Data collection training & analysis
Weekly/monthly school team meeting attendance
Online webinars & video conferencing
• Pilot districts
Primary/Universal
Behavior
MULTI-TIERED
INTEVENTIONS
IN SCHOOLS
~5%
~15%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~80% of Students
Tertiary Prevention:
Specialized
Individualized
Systems for Students with
High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students with
At-Risk Behavior
Instruction Works When ….
Prevention creates more success than failure
Reinforcement
(success)
4:1
Punishment
(Failure)
Time is an Enemy
Elementary/Middle:
2-3 years
High School:
1-2 years
Early childhood:
4-5 years
The Prognosis
• Students with academic failure and problem behaviors likely will
drop out of school and:
– be involved with the corrections system
– be single parents
– be involved with the social services system
– be unemployed
– be involved in
automobile accidents
– use illicit drugs
Centers for Disease Control, 1993
Duncan, Forness, & Hartsough, 1995
Carson, Sittlington, & Frank, 1995
Wagner, D’Amico, Marder, Newman,
Blackorby, 1992
Jay & Padilla, 1987
Bullis & Gaylord-Ross, 1991
The Academic/Behavior Connection
(McIntosh, Horner, & Chard, 2006)
Predictor
•ODRs in 1st and 2nd
grade
•Reading competence as
measured by DIBELS in
Kindergarten
•4th grade ODRs and
low 5th grade DIBELS
•DIBELS phoneme
Segmentation fluency
assessment - spring of K
Outcome
Strong predictor of ODRs
in 3rd grade
2 or more ODRs in
5th grade
Middle School Associations:
Academics and Behavior
(Fleming, Harachi, Cortes, Abbott, & Catalano, 2004)
Predictor
Higher reading scores in
middle of elem school &
those whose scores
increased between 3rd6th grade
Outcome
Significantly less problem
behavior in 7th grade
Change from 97-98 to 01-02
Elem With School-wide PBS
4J School District
20
Eugene, Oregon
15
10
5
0
-5
1
2
3
4
5
6
7
8
9
10
11
12
13
Schools
Change from 97-98 to 01-02
Elem Without School-wide PBS
6
4
2
0
-2
-4
-6
1
2
3
4
Schools
5
6
Change in the
percentage of
students meeting
the state standard
in reading at grade
3 from 97-98 to 0102 for schools
using PBIS all four
years and those
that did not.
Proportion of Students Meeting
Reading Standards
Proportion of 3rd Graders who meet or exceed state
reading standards (ISAT) in Illinois schools 02-03
t = 9.20; df = 27 p < .0001
1
0.8
0.6
Fidelity!
0.4
0.2
N =23
N = 23
NN==88
0
Not Meeting SET
Meeting SET
Mean ODRs per 100 students per school day
Illinois and Hawaii Elementary Schools 2003-04 (No Minors)
Schools using SW-PBS report a 25% lower rate of ODRs
Mean ODR/100/Day
1
0.8
0.6
0.4
.85
.64
0.2
0
N = 87
N = 53
Met SET 80/80
Did Not Meet SET
Individualized
Tutoring
Special
Education
UFLI Small-Group Instruction
Carbo Recorded Books
Read Naturally
Waterford Early Reading Program
Individualized Tutoring
Success for All
Harcourt Trophies
Literacy
Centers
Leveled books
Writing
Listening
Research
Williams
K/3
Average
Fall 2003
Williams
K/3
Average
Fall 2005
Terwilliger Terwilliger Littlewood
K/3
K/3
K/3
Average
Average
Average
Fall 2003 Fall 2005
Fall 2004
ESE Refer
35
39%
31%
32%
30
25
August 01 - March
02
August 02 - March
03
August 03 - March
04
20
15
10
5
0
Williams
Terwilliger Littlewood
Underlying Principles of
3-Tiered Prevention Models
4 Components
What are the
predictable
failures?
1
What can we do
to prevent
failure?
2
Same at
Every
Level!!
How will we
maintain
consistency?
How will we
know if it’s
working?
3
4
Multi-tiered Intervention
“Big Ideas”
• Multi-tiered interventions are not curricula – they represent a
framework for systems to identify needs, develop strategies, and
evaluate practice toward success
• The goal of PBS and RtI is to establish host environments that
support adoption & sustain use of evidence-based practices
(Zins & Ponti, 1990)
BIG IDEAS
CBM
Formative assessment of student progress with primary intervention - individual data
-data assessing response to individualized intervention is used to determine whether plan is
working and, if not, returns to individualized assessment to rework intervention
TERTIARY
INTERVENTION
Highly individualized interventions with emphasis on consequences and experts
-interventions focus on changing instruction, the environment, and consequences in specific
ways to meet the needs of individual students -- may involve special education
Indiv. Assess
Diagnostic assessment for individual intervention and predictable error patterns
-assessment more specialized and may be administered by experts with the purpose of
diagnosing specific student issues requiring individualized intervention
CBM
Formative assessment of student progress with primary intervention - small group data
-monitoring of small group interventions is used to find non-responders and decisions made
regarding more intervention at secondary level or move to more individualized assessment
SECONDARY
INTERVENTION
Focus on instruction and standard interventions: supplemental instruction & self-management
-attempt to use small groups to maintain efficiency of resources in meeting the needs of all
identified students at this level, tailored to meet specific identified deficits
Instruct. Assess
Assess for appropriate remediation, specific deficits, and placement in instruction
-use assessment to determine where supplemental instruction needs to begin then develop
interventions to meet those specific needs - in small groups as possible
CBM
Formative assessment of student progress with primary intervention - group data
-use available school-wide data and data from monitoring of response to curriculum to
evaluate whether students are responding to universal interventions
PRIMARY
INTERVENTION
Focus on antecedents and effective instruction / management
-increase practice time for students, insure that effective management and instructional
procedures are in place, consider antecedent manipulations (arrangements, proximity, etc.)
Pre-Assess
Assess teacher instructional practice and nature of problem for student.
-is this a skill or a performance deficit? Is this a management or an instructional issue? Is this
related to cultural or value mismatch? Is this a relationship issue?
FOUNDATIONS
• universal instruction/mgmt
• universal screening
• identify non-responders
Primary/Universal
Academic
Screening
• Universal Screener
• Building level team to facilitate the
implementation of the screening and progress
monitoring
• Use benchmarks or growth rates to identify
students at low, moderate, or high risk for
developing reading difficulties.
In-Depth
Assessment
Reading
Decoding (PA/Phonics)
Fluency
Vocabulary
Comprehension
Math
Numbers and Operations
Algebra
Geometry
Measurement
Data Analysis and
Probability
U
C
R
A
E
At Tier 1
• The goal is to provide effective reading and
math instruction for all students based on
assessments of students current reading and
math levels.
– This may include:
• varying time, content, and degree of support and
scaffolding
Primary/Universal
Behavior
School-Wide Planning: Process Steps
• Organize Staff
– all meet
– have existing data
• Brainstorm Problems
– by location and time
• Brainstorm Proactive Solutions
– Rules, routines, arrangements + teaching and
reinforcement
– Consistent consequences beginning with re-teaching
• Consensus
• Create Climate Committee
Set-Up
•Where,
when, what,
and who of
predictable
problems . . .
and then
why?
Define by Location
•Each group
identifies a
location and
then describes
the predictable
problems
• Entire group
then adds
additional perspective
Predictable Problems Summary
Lunchroom
When
At arrival / dismiss
During lunch
Who
What
Running, y elli ng,
pushing, messes ,
poor manners, no
clean -up, loud
Why
-Slow transitions
mean back -ups
-Ta ble to lunch rush
-Inconsistent
lunchroom aid
tolerance
-Al l ar e punishe d
for the actions of
few
Who
What
Run, trip , hit ,
wanderi ng, slow ,
safety issue , don’t
know which kids
should b e there
Why
Insufficient
supervision, no
uniform routine
All
Hal lways and Wa lkways
When
Transitions –
All
homeroom to
portables
Prevention Strategies
•
•
•
Rules
– agreed upon by team - willing/able to enforce
– posted, brief, positively stated
Routines
– avoid problem contexts, times, groupings, etc.
– consistent
Physical Arrangements
– clear physical boundaries
– supervision of all areas
Groups Brainstorm Solutions
• Groups
brainstorm by
each location
• May set time
limit for each
location and
prompt groups to
move on
Record Solutions
• Record all
solutions by
location
• Prompt for
routines and
arrangement not just rules
Discuss, Compromise, and Vote
• Prompt and
facilitate group
discussion and
compromise to
achieve
consensus
• Consensus
typically is
defined as
80% vote
Collaborative Solutions
Lunchroom
Rules :
-eat your ow n food
-remain seated
-raise ha nd to move
-use an in sid e voice
-respect adults
Routines and Arrangements
:
-Teachers pick -up students from tabl e an d not hal lway
-use hand signa l as consistent signa l for quie t
-one teacher dismissal at a tim e from th e lun chroom
-lunch with adults at picnic table only – must be sign ed out
-empower lunch aids
-be shar p on ar rival and dismissa l times
Wait on these issues o r do in the future:
-students sit fa cing one another
-use vide o instructions
-“Frie ndl y Friday”
EXAMPLE
Teachable
Expectations
1. Respect Yourself
-in the classroom (do your best)
-on the playground (follow safety rules)
2. Respect Others
-in the classroom (raise your hand to speak)
-in the stairway (single file line)
3. Respect Property
-in the classroom (ask before borrowing)
-in the lunchroom (pick up your mess)
These banners are hanging in the commons area and in our gymnasium.
Terra Centre Tigers care:
We’re Respectful
We’re Responsible
We’re Ready to Learn
Here are the three R’s for lunchtime in
the cafeteria:
Rule:
I am
respectful.
I am
responsible.
I am ready
to go.
Behavior:
•Raise hand for help
•Use quiet voices
•Eat your lunch
•Keep hands, feet & food
to yourself
•Clean up messes
•Line up quietly
•Face front
Here are the three R’s of our Fifth
Grade classroom:
Rule:
Behavior:
I am
respectful.
• Raise my hand
• Listen to others
• Stay in my personal space
I am
responsible.
• Follow Directions
• Complete my assignments
• Clean up after myself
I am ready
to learn.
• Be prepared for class
•Always do my best
• Learn from my mistakes
Secondary/Targeted
Behavior
Portable Referral Form
Date, Student, & Reporting Staff
Individual Student Data
Who?
5
Sts
w/ 7+
office
referrals
10 - Sts w/
3-6 28
ODRs
27- Sts w/ 3 or less
ODRs
What?
Referrals per Prob Behavior
Number of Referrals
50
40
30
20
10
0
Lang
A chol
A rson
B omb Combs Defian Disrupt Dress A gg/fgt
Theft
Harass P rop D
S kip
Tardy
Types of Problem Behavior
Tobac
V and
Weap
When?
Referrals by Time of Day
Number of Referrals
30
25
20
15
10
5
0
7:00
7:30
8:00
8:30
9:00
9:30
10:00
10:30
11:00
11:30
12:00
12:30
Tim e of Day
1:00
1:30
2:00
2:30
3:00
3:30
Where?
Number of Office Referrals
Referrals by Location
50
40
30
20
10
0
Bath R
Bus A
Bus
Caf
Class
Comm
Gym
Hall
Libr
School Locations
Play G
Spec
Other
Elementary Schoolposts
the monthly data on
the mailroom door so
staff can look for
patterns and changes.
-Notice
they post
POSITIVES and ODR
data.
SW PBS Team
(look for prediction and refer)
Student Support Team
Classroom &
Academic Success
(decision making for intervention)
CICO
data
SST
HC
data
FBA
data
data
Formal
FBA
Intervention:
Probability Equation
A
Student Characteristics:
skills, history,
Family/culture,
environment, function
B
School/Teacher Control:
curriculum,
consequences
expectations,
routines, examples,
physical arrangements,
engagement, prompts,
time, consequences
p
C
Desired State:
measureable outcomes
(skills, behaviors)
Replacement Behavior
Student Recommended for BEP
BEP Implemented
BEP Coordinator
Summarizes Data
For Decision Making
Morning
Check-in
Parent
Feedback
Regular Teacher
Feedback
2 x Month BEP
Meeting to Assess
Student Progress
Afternoon
Check-out
Revise
Program
Exit
Program
Daily Progress Report
Student _______________Teacher___________________
Date ________
Be Safe
0 = No
1= Good
2=
Excellent
Be Respectful
Keep hands,
feet,
and objects to
self
Use kind
words
and actions
Be Your Personal Best
Teacher
Working in initials
class
Follow
directions
Class
0
1
2
0
1
2
0
1
2
Recess
0
1
2
0
1
2
0
1
2
Class
0
1
2
0
1
2
0
1
2
Lunch
0
1
2
0
1
2
0
1
2
Class
0
1
2
0
1
2
0
1
2
Recess
0
1
2
0
1
2
0
1
2
Class
0
1
2
0
1
2
0
1
2
Total Points =
Points Possible =
Today ______________%
50
0
1
2
0
1
2
0
1
2
0
1
2
Goal ______________%
School 1: Discipline Conta cts Pe r We e k Pre a nd Post BEP
1.2
Number of Referrals by Week
1
0.8
Pre
0.6
Pos t
0.4
0.2
0
1
2
3
4
5
Students
6
7
8
9
Connect Negative and Positive
Examples
2.6
2.6
2.7
2.7
Train for Generalization
Test with a variety of natural stimuli (teachers,
students, settings, etc.)
4.05
High School Example
Rural Southern Illinois
•
707 9th-12th graders
• 36.8% Free and Reduced lunch
• 28% Non-White
• 1600
Office Discipline Referrals (ODR’S)
90 day period
for Tardy Behavior in a
High School Process
Rural Southern Illinois
•
Rules
– Tardy rule is “must be inside room when bell rings”
– When the warning bell rings you must be moving
•
Routines
– Warning bell rings 30 seconds prior to the tardy bell
•
Arrangements
– Faculty and staff stand in doorways and hallways during passing times
– Provide prompts to students to keep moving
High School Results
Rural Southern Illinois
PrePBIS
PostPBIS
0
Detentions
90 Day
Period
Secondary/Targeted
Academic
Goal for Tier 2 reading
Provide intensive, systematic instruction on up to 3
foundational reading skills in small groups to
students who score below the benchmark on the
universal screening.
• Use a curriculum that addresses the components
of reading instruction (comprehension, fluency,
phonemic awareness, phonics, and vocabulary)
and relates to students’ needs and
developmental levels.
• Program should be implemented 3-5 times per
week for approximately 20 to 40 minutes.
Example of Tier 2 Reading Intervention
• Great Leaps Reading
– Supplementary program designed to increase reading
fluency (speed + accuracy = fluency)
– Especially effective for students reading below grade
level
– Reading levels within each volume span a wide range
beginning with preprimer or grade 1
– Requires a 1 on 1 session
– Sessions last between 10 and 20 minutes
– Procedures are simple and consistent
– Students have clear, achievable goals and compete
against own performance
Goal for Tier 2 math
• Provide intensive, systematic instruction in small
groups to students who score below the
benchmark on the universal screening in the area
of mathematics that you need to target.
• This may require additional diagnostic
assessment which can be done by asking students
to explain and record their thinking
• Keeping track of student progress through
snapshots of student work and written
observation notes of students’ class work
Example of Tier 2 Math Intervention
Great Leaps Math
• Teaches procedural fluency
• One-to-one instruction
• Teaches math facts and operations
– Concrete level (focuses on conceptual understanding)
– Representational level
– Abstract level
• Teaches concepts and rules
– Zero rule: Any number plus 0 is that number
– One rule: Any number plus 1 is one more than that number (count up
by 1)
• Monitors progress and provides corrective feedback
– Use of charts (graphs)
– Immediate corrective feedback on errors
• Teach to mastery
– Teaches to a level of automaticity
Tertiary/Intensive
Academic
Tier 3
• Monitor progress of Tier 2 students. Use the
data to determine if students still require
intervention.
• For those students still making insufficient
progress, school-wide teams should design a
tier 3 intervention plan.
Our goal
• Provide intensive instruction on a daily basis
that promotes the development of the various
components of reading and math proficiency
to students who show minimal progress after
reasonable time in tier 2 small group
instruction.
This may look like…
• Rigorous instruction focused on a small but
targeted set of reading or math skills
• Multiple and extended instructional sessions
• Extensive practice and high-quality feedback
which may include one-on-one instruction.
• Plan with the school-wide team.
It is important to remember…
• Many tier 3 students will also have tier 1 and 2
instruction as part of their reading and math
program.
For example: A student may be receiving tier 3
instruction in decoding and fluency and
participate in a tier 2 focused on vocabulary
and comprehension.
Tertiary/Intensive
Behavior
Assessing predictable relationships
between the environment and behavior
FBA
 Involves all those who know
student
 Determine why problems occur
 Testable explanations
 The purpose is to get the
information necessary to create
a successful plan
Why Do People Behave?
Modeling? Accident? Instinct? Condition??
Why Do People Continue Behaving?
IT WORKS!
Function of Behavior
ERASE
problem behavior
Explain - What is the problem?
Reason - What is he/she getting out of it or avoiding?
Appropriate - What do you want him/her to do instead?
Support - How can you help this happen more often?
Evaluate - How will you know if it works?
Functional Behavior Pathways
Problem
Behavior
Setting
Condition
Antecedent
Trigger
Replacement
Behavior
Access or
Avoid =
reinforce
Functional Behavior Pathways
Routines
Curriculum
Time
Engagement
Setting
Condition
Antecedent
Trigger
Expectations
Physical
Arrangement
Functional
Consequenc
e
Problem
Behavior
Replacement
Behavior
Access or
Avoid =
reinforce
Examples
Prompts
Functional
Consequence
Behavior
Intervention Plan
• Prevention first (antecedents)
– If you could have $10,000 if it happened tomorrow . . .
• Effective Instruction (Behavior)
– Do they know it and can they do it
• Functional Consequences
– Meet needs when behavior is appropriate
– Not meet needs when behavior is inappropriate
START
What do you want him/her to do?
Will this meet their functional needs?
Components
The BIP includes:
• Antecedents
– Expectations, time, environment, routines
• Instruction
– Curriculum, prompts, engagement, modeling
• Consequences
– Functional consequences for positive and negative
behavior
Doctoral Program In Special Education
Terry Scott
t.scott@louisville.edu
Amy Lingo
amy.lingo@louisville.edu