Paraprofessional Behavior
Module
Goals for this Module
1.
Paraprofessionals will have a basic understanding of what
it means to function as part of a behavior team.
2.
Paraprofessionals will have a basic understanding of how
to assist the supervising teacher in promoting and
responding to student behaviors.
3.
Paraprofessionals will understand the importance of
collecting and using data to support behavior change in
students
2
Competencies:
Paraprofessionals will display…
1.
2.
A basic understanding of the purpose of
behavior programs and the philosophical
basis underlying the selection of the
strategies and techniques that the supervising
teacher may employ.
An understanding of their role and the role of
the supervising teacher in responding to
student behavior and in the implementation
of behavior support plans.
3
Competencies: (Continued)
Paraprofessionals will display…
3. An understanding of the variables that
may contribute to student misbehavior.
4. The ability to identify the ABCs
(antecedents-behaviors-consequences)
of behavior and understand the process
and importance of using this data to
facilitate behavior change.
4
Competencies: (Continued)
Paraprofessionals will display…
5.
6.
The ability to verbalize the importance of
being proactive (e.g., teaching an appropriate
behavior to replace an inappropriate behavior)
over being reactive.
The ability to identify the skills required to
assist the supervising teacher in promoting
positive behavior in the school environment.
5
Competencies: (Continued)
Paraprofessionals will display…
7. The ability to identify the skills needed to
prevent inappropriate behavior, replace
inappropriate behavior with appropriate
behaviors, and respond appropriately to
escalating behavior.
8. The ability to observe, record and chart
behavior under the direction of the
supervising teacher.
6
Competencies: (Continued)
Paraprofessionals will display…
9. An understanding of the role of
confidentiality and how it relates to
behavior management and discipline of
students with disabilities.
7
Competency One
A basic understanding of the
purpose of behavior programs and
the philosophical basis underlying
the selection of the strategies and
techniques that the supervising
teacher may employ.
8
Our Purpose and Philosophy
of Behavior Supports
1.
2.
3.
The belief that the overall purpose of any
behavior program is to aid the student in
learning and displaying those behaviors
conducive to learning and functioning in
society.
The overall goal is to teach and encourage
appropriate social behaviors.
The underlying philosophy is that
appropriate behaviors can be taught just as
we would teach any other lesson.
9
Importance of a Common Philosophy
• Prevents misunderstandings
• Ensures that both the supervising
teacher and paraprofessional approach
student behavior in a consistent and
appropriate manner
10
Competency Two
Paraprofessionals will understand
their role and the role of the
supervising teacher in responding to
student behavior and in the
implementing of behavior plans.
11
Role of Supervising Teacher
• Creating a positive learning environment
• Establishing classroom rules and
procedures
• Determining positive and negative
consequences
• Writing Behavior plans
• Ensuring appropriate implementation of
behavior plans
• Making major decisions regarding the
direction of behavior management
12
Role of the Paraprofessional
• Assisting the supervising teacher in:






creating a positive learning environment
observing, recording, and charting behavior
implementing behavior plans
crisis intervention
supervising students’ behavior during free play or
class activities
reinforcing appropriate behavior and skills
13
Role of the Paraprofessional
Continued
• Demonstrating and/or modeling appropriate
behavior



Personal Hygiene
Appropriate conversation and language skills
Manners
• Coaching/cueing appropriate behavior
14
Competency Three
Paraprofessionals will understand
variables which contribute to student
misbehavior.
15
Dealing with Student Behavior
• Behavior is complex. Behavior does not
occur in isolation.
• Environmental and intra-student variables
contribute to students’ behaviors (both
positive and negative).
16
Environmental Variables
Variables present in the environment
which can cause or contribute to the
students’ inappropriate behaviors.
17
Environmental Variables
•
•
•
•
•
School/Classroom environmental factors
Supervising teacher/Instructional factors
Curriculum factors
Social factors
Home/community factors
18
School/Classroom Factors
• Unsatisfactory professional development
programs for staff.
• Inconsistent discipline
programs/philosophical differences
• Bus ride (length, problems on bus carry
over to school, etc.)
• Temperature of building/classrooms
• School and staff to student ratio
19
School/Classroom Factors
(Continued)
• Areas in building that are inadequately supervised
• Rules/expectations in class/building far exceed skills
of students to be successful
• Insufficient school materials (books, labs, other
resources)
• Classroom seating arrangements (too close/near to
peers, too far from supervising teacher, near window
or distractions
20
Supervising Teacher/
Instructional Variables
• Supervising teacher expectations too high/too
low for student
• Feedback to student not frequent enough
• Rates of reinforcement too low for student’s
needs
21
Supervising Teacher/
Instructional Variables
• Supervising teacher’s energy, fatigue, or
tolerance resulting in higher negative or less
frequent feedback and interaction
• Insufficient rehearsal time, direct instruction
time and guided practice time.
22
Supervising Teacher/
Instructional Variables
• Level of supervision (frequency/rate) too
low for student’s needs
• Supervising teacher’s teaching style does
not take into account student’s
various/preferred learning styles.
23
Curriculum Factors
(Knoff 2001)
• Curriculum too easy or difficult
• Curriculum not relevant to the student’s
needs
• Curriculum presented too fast or slow for
student’s learning rate.
• Insufficient opportunity to practice
24
Curriculum Factors
(Continued)
• Length of curriculum presentation too long
for attention span of student
• Philosophy of curriculum presentation too
narrow or broad (e.g. phonics only)
25
Social Factors
• The supervising teacher and his or her
ability to effectively manage a classroom
and create a positive learning environment
can contribute to the presence or absence
of inappropriate behavior
26
Social Factors (Continued)
• The student’s peer group can
contribute in a positive or negative
manner.
Do the peers support/reinforce appropriate
behavior?
 Do the peers exert influence over
inappropriate behavior by teasing, taunting,
or instigating?

27
Home/Community Factors
• Discrepancy in values/expectations between
home and school.
• Parents’academic skills inadequate to help
student
• Parents unable or unwilling to reinforce
school-related academic/behavior strategies in
the home
• Absence of appropriate levels of parent
supervision
28
Home/Community Factors
(Continued)
• Parent/community difficulties such as
substance abuse
• Parent unwilling or unable to meet
health/nutrition/basic needs of child
resulting in school absences, tardiness, and
the ability of student to concentrate on
school tasks
29
Intra-child Variables
Variables within the student
which influence his or her
behavior
30
Intra-child Variables
•
•
•
•
•
Cognitive factors
Physical factors
Emotional factors
Academic Factors
Motivational Factors
31
Cognitive Factors
•
•
•
•
•
Memory skills
Length of attention span
Language
Self control
Absence or presence of prerequisite
academic skills
32
Physical and Health Factors
• Hearing, motor, vision
•
•
•
•
•
•
Speech (articulation, voice)
Stimulation or fatigue
Side effects of medication
Stages of maturation/development
Health conditions
Sensory problems
33
Emotional Factors
• Emotional conditions
• Past/present history of abuse or neglect
34
Academic Factors
• Student’s level of academic functioning.
• Link between inappropriate behavior and the
difficulty of the task. Inappropriate behavior
increases with the difficulty of the
instructional task.
35
Motivational Factors
• Major factor in motivation is the ability to
predict success.
• You are more motivated to attempt a task if
you have reason to believe you will be
successful.
36
Competency Four
Paraprofessionals will be able to
identify the components and
understand the process and
importance of conducting an ABC
analysis of behavior.
37
Have you ever said:
•
•
•
•
•
•
•
I’ve tried everything!
He needs to be somewhere else.
He comes to school that way.
He just needs a good spanking.
Nothing Works!
He does it all day.
It’s his home.
38
Have you ever said:
•
•
•
•
•
•
Nothing set him off .
He could do better if he wanted to.
He acts just like his daddy.
What would you expect from his family.
We punish him but it just doesn’t work.
Can’t predict his behavior …There is no
reason.
39
Functional Analysis of Behavior
ABCs of Behavior
40
The basis of functional
assessment is the acceptance that
all behavior is a form of
communication and all behavior
serves a purpose.
41
The process of identifying what is
causing or maintaining behavior
is called the ABCs of Behavior.
42
ABCs of Behavior
• Antecedent: What happens just before a
problem behavior occurs. Time of day, who is
present, during what event/subject/task.
– Setting events: happen further away in time but
still contribute to the problem behavior: Lack of
sleep, hunger, medication.
• Behavior: What the student does that is
observable. Written in concrete terms
• Consequences: What typically happens
after the behavior occurs. Indicates what
maintains the behavior.
43
• Consequences
By looking at what occurs as a result of
the behavior you are able to make an
hypothesis about what is maintaining
the behavior or what function is the
behavior serving for the student.
44
Function of Behavior:
What is the student getting or
avoiding when they engage in a
specific behavior?
45
Typical Functions of behavior
• Attention: peer attention, adult attention
• Escape: get out of an activity or away from
other students/staff.
• Sensory stimulation-self reinforcing
behaviors such as thumb sucking
• Access to materials or activities-something
tangible the student wants.
46
Activity Examples:
• A
B
C
47
Situation #1
When the supervising teacher
gives Joe a math assignment, he
begins to get extremely
disruptive, causing the
supervising teacher to tell him to
go stand in the hallway.
48
Antecedents
• What are the antecedents? What happens
right before Joe’s behavior?
49
Answer: Supervising teacher
gives him a math assignment.
50
ABCs
•
A
B
C
Math assignment
51
Behavior
• What behavior is the result of the supervising
teacher giving Joe a math assignment?
52
Answer: Disruptive behavior.
He argues and curses.
53
ABCs
• A
Math Assignment
B
Curses and Argues
54
Consequence
• What is the consequence for Joe engaging
in disruptive behavior?
55
Answer: He is removed to the
hallway.
56
ABCs
A
Math Assignment
B
Curses and Argues
C
removed
57
What do we know?
• What do we know about when Joe
curses?
• He curses when given math assignments.
• What is Joe getting or avoiding by
cursing?
• Being removed to the hallway is allowing
him to avoid the math assignment.
58
Did Joe get what he wanted?
59
If Joe got what he wanted….
• Was that the supervising teacher’s intent?
• Is it possible that the supervising teacher
saw removing him as a negative or
punishing consequence?
• Will Joe’s cursing behavior decrease under
these conditions?
60
For Joe the act of being sent out into the
hallway is a reward…
How do we know?…Joe’s behavior doesn’t
decrease (which is the effect of punishment)
but will increase or stay the same (which is
the result of reinforcement).
(We will look at punishment and
reinforcement in more detail later.)
61
Situation #2
• Peter wants peer approval. When he smarts
off to his supervising teachers, his peers
laugh and later tell him how great he is. His
supervising teacher asks him to open his
book, Peter smarts off. His peers laugh and
look approvingly at him. The supervising
teacher gives him lunchtime detention.
Peter serves his time in lunchtime detention
willingly.
62
Situation 2
What are the ABCs of Situation 2?
A
(Antecedent)
B
C
(Behavior) (Consequence)
63
What is the antecedent?
What predicts when the behavior is
most likely to occur?
64
Situation #2
A
Teacher Request
B
C
65
What is the behavior that we can
observe?
66
ABCs Situation #2
A
B
Teacher requests Smarts off
C
67
Consequence…
What happens after the behavior
occurs?
68
ABCs
A
B
Teacher requests Smarts off
C
Peers laugh
give approval;
Teacher gives
detention
69
Function of Behavior:
What does Peter want to
get or avoid
when he uses this behavior?
70
He is trying to get Peer Approval.
71
Is he trying to avoid
lunch detention?
How do we know?
Because his behavior is not
decreasing despite being sent to
detention.
72
Why isn’t lunch time detention
stopping Peter’s behavior?
73
Peter’s need for peer approval is
stronger than the consequence of
lunch time detention.
74
Group Activity: With a partner, look
at Activity Situation #1
• Trisha wants supervising teacher attention.
Whenever the supervising teacher gives Trisha an
assignment to do she immediately puts her head
down on her desk. Seeing this the supervising
teacher walks over to Trisha, leans down and with
great care talks to Trisha about how she knows
Trisha can do the assignment if only she will try.
The supervising teacher normally spends at least 2
minutes per assignment getting Trisha started
• What are the antecedents, behavior and
consequences?
75
Activity Situation #1 Answers
• What is the antecedent: supervising
teacher presents a task
• What is the behavior: Trisha puts her head
down
• What is the consequence: supervising
teacher attention.
76
What do we now know?
• Trisha’s need for attention is greater than her need
for academic learning or success. Presently the
only time she gets the supervising teacher’s total
attention is for being helpless and not working. If
the supervising teacher wants to increase the
amount of work Trisha does without assistance she
needs to rearrange the consequence. Trisha should
get attention when she is working, not when she is
not working.
77
Activity Situation #2
• Every day during recess Spencer (who has a
severe speech and language disability) runs
over to the swings, which is his favorite piece
of equipment. If he gets to the playground
late and someone else is on the swing, he will
grab the swing and or pull him/her off.
78
Activity Situation #2 (continued)
• Usually the student pulled off the swing will
go and tell the duty teacher/staff who will
eventually come get Spencer off the swing
and make him stand on the wall. Spencer’s
parents are tired of him standing against the
wall during recess and want the practice
stopped. The school’s position is that they
can’t let him hurt the other kids.
79
Activity Situation #2 answers
• What is the antecedent: Recess, swing
• What is the behavior: Pulls or pushes
another student off the swing.
• What is the consequence: Gets to swing on
the swing.
80
Activity Situation #3
• Adam is an 11th grader. Whenever the
supervising teacher gives him an assignment,
which is unfamiliar to him, he argues about
why he has to learn the material or why he
has to do it. The arguments usually last a few
minutes and ends with the supervising teacher
becoming upset and sending him to the
resource room.
81
Activity Situation #3 (continued)
• When he gets to the resource room, the
resource room teacher sits down with him
and explains what he needs to do to
complete the assignment. Adam starts to
work without any further comment.
82
Activity Situation #3 answers
• What is the antecedent: unfamiliar work
• What is the behavior: arguing
• What is the consequence: being sent to
resource room/getting assistance
83
What do we now know?
Why do we know this?
• Principles of learning
84
Behavior Management: The
Underlying Principles of
Learning
•Or “Why They Do What They Do”
Competency Five:
Paraprofessionals will be able to
verbalize the importance of being
proactive.
• Example: Teach an appropriate behavior to replace an
inappropriate behavior rather than waiting until a behavior
occurs and attempting to “just stop” it.
• Most of us draw on our own past experiences and
childhoods – for our knowledge about behavior and
behavior management.
• We need to put that aside and take a fresh look – based on
what science offers us.
86
Paraprofessional Responsibilities
• Demonstrate, explain, model, and reinforce
appropriate behavior and skills
• Observe, monitor, and record students’
behaviors in carrying out a particular
behavior management plan.
• Help the teacher by responding immediately
to students
87
Paraprofessional Responsibilities
• Assist in working with smaller groups and
individual activities
• Increase monitoring
• Provide frequent attention
• Help prevent problems
• Deal with problems quickly when they do
arise.
88
All behavior changes that
result from experience =
Learning
89
Competency Six:
Paraprofessionals will be able to
identify the skills required to
assist the teacher in promoting
positive behavior in the school
environment.
90
Competency Seven
Paraprofessionals will be able to identify
the skills needed to prevent inappropriate
behavior, replace inappropriate behavior
with appropriate behaviors, and respond
appropriately to escalating behavior.
• a basic understanding of learning and
behavioral terminology
• understanding of principles of reinforcement
and punishment
91
Classical Conditioning
• Learning based on repeated association
• (The things that happen at the same time as
something important to you – become important
also. These things then become signals.)
92
Classical Conditioning (Continued)
• Remember:



The signal has to be clear – what they hear and
what they see
The time between the signal and what happens
next needs to be short. (Signal needs to be
immediately prior.)
Example: Bell rings to signal end of class. Bell
needs to be loud enough, and class needs to end
right away – not 30 minutes later.
93
• Song (is paired with)
Party--------->Pleasure (Then the song
brings pleasure.)
• Sight of you (is paired with)
getting in trouble--->Fear / anger (Now
the sight of you brings fear and anger.)
• Darkness (is paired with)
Loud noise------->Fear (Now darkness
elicits fear.)
• ABCs (are paired with)
Clowns----------->Pleasure (or fear)
94
• Teaching math (was paired with) Smurfs
---- fear, confusion, and resistance
• Some children reacted negatively to the
use of disposable gloves – because they
had been previously associated with bad
experiences with doctors.
• An autistic child loved PE. When he saw
the PE teacher, he wanted to go and
play basketball. He liked her because of
that pairing – that association.
95
• Extinction:
When those two things are no longer
paired, the response gradually weakens and
disappears - EXTINCTION occurs.
96
• Signal
• Examples:





Turn lights off is signal to be quieter.
Bell ringing is signal for class change.
Mom putting on shoes and coat is the
signal she is going out.
Timer going off is the signal that work is
finished.
Ambulance is a signal that something is
seriously wrong!
97
The Bottom Line….
• YOU can become paired with “the goodies”
or with what is “bad”, depending on what
you do with your students.
• Are you a signal that life at school will be
positive and successful? Or are you a signal
that says life will be difficult – or even
depressing?
98
Operant Conditioning
• Not all of our behaviors come from
associations.
• We also learn from the consequences of our
behavior.
• We operate on the environment and what
happens AFTER we do something
influences whether we do it again or not.
99
Law of Effect
• Behaviors which lead to satisfying
consequences will be strengthened and
are likely to be repeated,
• whereas behaviors that lead to
unsatisfying consequences will be
weakened and are less likely to occur
again.
100
• Our environment is filled with
consequences.

If I walk into the wall, it will hurt, and I am
not likely to do it again.
• Behavior produces consequences.


Your behavior on the job will have the
consequence of getting paid or getting fired
Students’ behavior at school will have the
consequence of passing or failing
101
Reinforcement
• Reinforcement is the most important
consequence.
• Definition of Reinforcement: Any
consequence that increases the probability of
a behavior occurring.
• What is reinforcing to one is not necessarily
to another.



Listening to a type of music.
Playing football
Entertaining a group
102
• **Don’t call it “reward.” The only way we
know is if the behavior increases.
• *Case study - vomiting
• *Activity
103
When training a new behavior
Important:
1) Timing of the reinforcement (needs to be
immediately after the behavior.)
2) Continuous. Reinforce every single time the
behavior occurs (in the beginning – you can
space it out more later.)
3) What we use as a positive reinforcer must be
reinforcing.
104
• Some reinforcers are learned - some are
naturally reinforcing.
• *Primary Reinforcers - naturally reinforcing
and do not have to be acquired through
learning: Food, water, warmth, air
• *Secondary Reinforcers - learned reinforcers
(by associating them with primary
reinforcers): money, grades, prizes, applause.
105
Positive Reinforcement
• Something (stimulus) is presented
following a behavior, & the
behavior increases.
• A behavior occurs. Then
something follows it. And then the
behavior increases.
106
Positive Feedback (Praise)
• A powerful strategy for increasing positive
behaviors
• Teacher decides when and how to use
• Guidelines:
• Be specific for the positive behavior.
• Comment should focus on what the student did
RIGHT.
• Include EXACTLY what part of the behavior is
acceptable.
107
Positive Feedback (Praise)
Guidelines (continued)
• Clearly communicates what behavior meets
with approval.
• Should be given immediately.
• What you say should vary.
• Not too frequently or without reason.
• Be sincere and genuine.
• Be consistent.
• Be developmentally appropriate.
108
Why Positive Feedback Works
• Readily available as reinforcement
• Can be administered immediately after the desired
behavior.
• Can be used repeatedly.
• May be used in combination with other strategies to
increase behaviors.
• Can be tailored to a variety of behaviors by being
specific about the activity.
• Works if the relationship between the student and
the person giving the feedback is a positive
relationship.
109
• Shaping: The method of reinforcing
successive approximations of the target
behavior
• What if you never do what I want you to do?
I’ll reinforce the closest thing to it that you
DO now and then reinforce further actions
toward it.
• Shaping Demonstration
110
Examples of Shaping
•
•
•
•
Shape eating with silverware.
Shape cleaning up classroom.
Shape sitting in seat.
Shape finishing task.
111
Extinction
• If reinforcement stops coming after the
behavior, the behavior will gradually
weaken and disappear.
If you stop giving attention for “calling
out,” (and attention was what was
keeping it there), “calling out” will
weaken and disappear.
112
• Planned Ignoring (Extinction)



When the inappropriate behavior is
unintentional or not likely to recur
When the goal is to gain teacher or para
attention
When you want a behavior to DECREASE
113
• Do NOT ignore when
There is physical danger to you, others or
the child
 A student severely disrupts the classroom
 There are violations of classroom rules or
school policy
 Other students are providing attention
• Spontaneous Recovery:
Recurrence of the behavior - after rest or not
being in that situation - following extinction.

114
Schedules of Reinforcement
• CONTINUOUS
REINFORCEMENT
(Every response is
reinforced)
Interval (Time)
Fixed Variable
• INTERMITTENT
REINFORCEMENT
(Not all responses are
reinforced)
Ratio (# of responses)
Fixed Variable
115
Five Basic Schedules of
Reinforcement





Continuous
Fixed-interval
Variable-interval
Fixed-ratio
Variable-ratio
116
• Fixed Interval - The first response that
occurs after a predetermined period of
time - is reinforced.
• Paycheck every month.
• Members of Congress - visiting with the
voters in their districts. 2 years between
elections almost up when they make
visits home. Visits --> votes
(reinforcement)
117
• Variable Interval - The 1st response
made after a variable amount of time is
reinforced. (Never knows when.)
• Fishing – throw line in and wait.
118
• Fixed Ratio - Reinforcement occurs
after a specified # of responses.
*Piecework - bonus for every 100
pieces.
*Paid after every 10 yards mowed.
Student gets a point after working 10
problems.
• (High rate of responding.)
119
• Variable Ratio - Reinforcement occurs
after a varying # of responses have
been made.
*Slot machines.
• Highest rate of responding
120
Revisiting Extinction (or
Planned Ignoring) – The
Problem With It
• Once you start ignoring a behavior – if you
give in, even once, you put that behavior on
a variable ratio schedule of reinforcement!
• The behavior will then be much more
resistant to extinction, and will be very
difficult to eliminate.
121
Non-Verbal Social Approval
•
•
•
•
•
•
Nods
Smiles
“Thumbs up” sign
Pat on the back
“High five”
Administer as soon as possible
following the appropriate behavior.
122
Rules and Instructions as a Means of
Increasing Positive Behaviors
• Provide a guideline for what behaviors are
appropriate.
• Clearly stated instructions or posted rules –
enhance communication about expected
behavior.
• Can be used with other strategies – like
positive feedback.
• Restating the rules or instructions right before
an activity will remind or cue the students
about what is expected.
123
• Modeling
• Demonstration to make the expectation more clear
• Build a positive relationship with the
student
• Invest time – to get to know them.
• A positive relationship sets the ground work for
all other strategies
• Students are more likely to listen and respond
to rules and requests if they know their
interactions with the paraprofessional or
teacher will be positive.
124
Ways to be positive
• Demonstrate to students their importance
• Learn their names
• Actively listen to them
• Remember things said by them
•
•
•
•
Praise continuation of appropriate behaviors
Show interest in helping students
Explain reasons for having rules
Encourage students to participate in activities
125
• Students respond better to adults who
take a personal interest in them.
• Develop positive relationships with all
students
• Make sure the ratio between positive
and negative experiences for students
is about 5 positives for every negative.
126
Provide Cues to Students
• Nonverbal
• Eye contact
• Physical gestures (raising your hand in
silence)
• Tapping or snapping your fingers
• Coughing or clearing your throat
• Facial expressions (smile)
• Body postures (tilting your head)
127
Cues
• More formal ones – that require
training – usually during the first
week of school.
• Dimming or shutting off lights as a
signal to be silent
• Verbally reminding the class of the
procedures to follow.
128
Proximity Control
• A tactic you’ve used frequently
• Standing near a student who is experiencing
difficulty
• Moving around the room helps students stay
on task because of your “proximity” to
them.
• The students know you’re aware of what’s
going on – and “with it.”
129
Proximity Control (Continued)
• Helps the teacher to continue without
interrupting the lesson or flow of the
activity
• Keep in mind – don’t reinforce the
inappropriate behavior or call attention to
the student
130
Ways to Help Students “Want to…”
• Relate the material to their life
experiences
• Demonstrate an active interest in that
child.
• Demonstrate an active interest in the
child’s activity or work.
• Use lots of words and body language that
support and give positive feedback to the
student.
131
Help Students Get Back on Task
• Solving the problem with the student
• Reviewing the directions
• Providing another example or
demonstrating
• Supplying them the correct answer as a
model
132
Considerations
• Behavior Management – an opportunity for
TEACHING, not an opportunity for
punishment.
• Consider the impact on the students’ best
interests.
• Avoid embarrassing students.
• Suggestions should be constructive.
• Constructive suggestions should occur in
private.
133
Considerations (Continued)
• Never engage in a power struggle. Strive
for win/win.
• Thank students when they are trying to
improve.
• DO NOT touch a student when s/he is
upset.
• Keep teachers informed.
• Documentation should be objective and free
of emotion.
134
Behavior Management Plans
• Written document
• Describes the behavior to be changed
• Describes strategies or interventions
regarding the target behavior
• Includes a recording system
• Developed by teacher or school team.
• Sometimes includes paraprofessional’s input
135
Behavior Management Plans (Cont.)
• Assists the teacher and paraprofessional to
proactively and effectively deal with
behavior.
• Communicates behavioral expectations and
consequences for achieving the goal.
• Helps paraprofessionals and teachers
remain consistent.
136
Situation
• Students in Ms. Withit’s 7th grade language
arts class frequently ask questions during
independent seat work without waiting their
turn or raising their hands. More than one
student is often speaking at once and students
yell the teacher’s name to get help.
• For three days, Ms. Withit and her
paraprofessional counted and recorded the
number of times students asked for assistance
without raising their hands.
137
• For the three day period, the average
number of times was 15 per class. Hands
were raised only an average of 5 times.
• The teacher has decided that this is
disruptive and that the first step in dealing
with the problem is to create a plan which
will increase the number of times that
students raise their hands to request
assistance.
138
Sample Behavior Management Plan
•
•
•
•
•
•
Date of Plan: January 26, 2003
Class: 7th Grade Language Arts
Period: 5th, 11:20 a.m. – 12:10 p.m.
Starting Date: February 1, 2003
Ending Date: February 5, 2003
Objective
– Students in the class will increase the number
of times they raise their hands to indicate that
they need assistance during independent seat
work to at least 20 times per 50 minute class
period.
139
• Target Behavior
– Raising hand before requesting assistance.
• Activities
– At the beginning of class on Monday the
teacher will remind students that the teacher
and paraprofessional will no longer provide
assistance during seatwork unless students
have first raised their hand to signal that
they need help.
– Watch all students for the target behavior
(who raise their hand before requesting
assistance and how often.)
140
• Record the behavior on the tally sheet
attached below.
• Acknowledge that you’ve seen their hand
raised.
• When a student raises his/her hand, call on
him/her as soon as possible.
• Thank them for raising their hand and
provide praise.
• Provide assistance.
• Ignore those students who call out without
141
raising their hands.
• Reinforcement procedures
• The teacher will use verbal praise
immediately following hand raising.
• When students ask questions without raising
their hand or waiting to be acknowledged
they will be ignored.
• Materials needed
• Class Performance Chart with student names
and target behavior.
142
• Recording procedures
• Using the tally sheet below, record the
number of times that students raise their
hands to request assistance during
language arts class.
143
Class Performance Chart
Student Monday Tues.
Alice
Doug
Louie
Martin
Mary
Michael
Penny
Sue
Total:
Total:
Wed.
Thurs.
Friday
Total:
Total:
Total:
Place a mark in the appropriate box for each time a student raises hand144
to
indicate they need assistance. Repeat recording each day for one week.
Summary of Guidelines
Regarding Paraprofessionals’
Responsibilities Regarding
Behavior Plans
• Remember: The primary concern is to provide
the BEST educational opportunities for students
and teaching them new skills.
• The teacher provides the plan or approach.
• Any behavior concerns outside the plan will be
referred to the teacher.
145
Summary of Guidelines Regarding
Paraprofessionals’ Responsibilities
Regarding Behavior Plans (Cont.)
• CONSISTENCY in following the strategies
is critical.
• It is also important to systematically gather
information about behavior in order to plan
and develop effective strategies for teaching
positive behaviors.
146
Punishment
A stimulus or event occurs following a
behavior, and the behavior decreases.
• Presentation of something unpleasant.
• Removal of positive reinforcement
• Time Out (from reinforcement)
• Response Cost (a fine – take away positive
reinforcement already earned.)
147
Problems With Punishment
• Onset/Offset Problem:
• The behavior that gets punished will
decrease, but whatever behaviors are
occurring when the punishment ends –
will increase because it will be perceived
that those behaviors are what caused the
punishment to END.
148
More Problems with Punishment
• Doesn’t weaken the tendency to respond;
just temporarily suppresses.
• Can generalize - similar situations
• Or - Behavior might be suppressed only in
the presence of the punisher.
• Sometimes backfires – and the behavior
increases due to the attention it’s getting
149
• If punished intermittently, may cause
indecisiveness.
• If no alternatives are available (and
reinforced), may become withdrawn.
• Punisher - negatively reinforced
• Punisher becomes a “Conditioned Aversive
Stimulus” and the relationship can be
damaged.
• Can cause anger and reduce cooperation and
spark resistance and defiance
150
More Problems With Punishment
• Students’ self-esteem can suffer if the only
attention they are receiving is in the form of
punishment.
• Learned helplessness – “I can’t do anything
right.”
• Can discourage both unacceptable AND
acceptable behaviors.
• Discourages students from taking social
risks.
151
• *Alternatives to punishment:
•
•
•
•
•
Extinction
DRO
DRL
DRA
DRI
152
• Observational Learning
• Modeling
153
Dealing With Escalating
Behavior
•Source: Sprague J., Walker H., Colvin G., and Ramsey E.
Dealing With Escalating Behavior
• Objectives:
• Identify common assumptions that get
school personnel into power struggles.
• Learn procedures to de-escalate
behaviors.
155
Dealing With Escalating Behavior
• Assumptions
•
•
•
•
I can’t let a student get away with this.
I need to establish authority.
I need to get him settled down.
I need to be in control.
156
Signs of Escalating Behavior
•
•
•
•
•
•
Questioning and arguing
Noncompliance and defiance
Verbal abuse
Disruption
Bothering others
Destruction of property
157
More Signs of Escalating Behavior
•
•
•
•
•
Whining and crying
Limit testing
Threats and intimidation
Avoidance/escape
Off-task behavior
158
Preventing Escalating Behavior
• Recognize the behavioral signs for
escalation
• Avoid escalating responses
• Maintain calmness, respect, and detachment
• Use crisis prevention techniques.
159
Phases of Escalating Behavior
Peak
5
Acceleration
4
De-escalation
6
3
Agitation
Calm
1
2
Trigger
7
Recovery
TIME
160
Source: Walker H., Colvin G., & Ramsey E., 1995
Phases of Escalating Behavior One
Phase One: CALM
1. On task
2. Follows rules & expectations
3. Responsive to praise
4. Initiates behavior
5. Goal Oriented
6. Socially appropriate
161
Phases of Escalating Behavior - Phase
• School-Based
1. Conflicts
a. Denial of something they need
b. Something negative is inflicted
2. Changes in Routine
3. Provocations
4. Pressure
5. Interruptions
6. Ineffective problem solving
7. Errors
8. Corrections
Two: TRIGGERS
• Non-School-Based
1.
2.
3.
4.
5.
6.
7.
8.
Dysfunctional families
Health Problems
Abuse
Nutrition
Sleep
Substance abuse
“Drug babies”
Gangs
162
Phases of Escalating Behavior
Phase Three: AGITATION
Increase in Behavior
1. Eyes dart
2. Language nonconversational
3. Busy hands
4. In and out of group
5. Off-task / On-task
Decrease in
Behavior
1. Stares into space
2. Language
subdued
3. Hands contained
4. Withdraws from
group
5. Off-task, “Frozen”
163
Phases of Escalating Behavior
Phase Four : ACCELERATION
1. Questioning & Arguing
2. Non-compliance &
defiance
3. Off-task
4. Provoking students
5. Compliance with
accompanying
inappropriate behaviors
6. Criterion problems
7. Whining & crying
8. Avoidance & escape
9. Threats and
intimidation
10. Verbal abuse
164
Phases of Escalating Behavior
Phase Five: PEAK
1. Serious
destruction of
property
2. Assault
3. Self-abuse
4.
5.
6.
7.
8.
Severe tantrums
Hyperventilation
Screaming
Running
Violence
165
Phases of Escalating Behavior
Phase Six : DE-ESCALATION
1. Confusion
2. Reconciliation
3. Withdrawal
4. Denial
5. Blaming others
6. Sleeping
7. Responsive to
directions
8. Responsive to
manipulative or
mechanical tasks
9. Avoidance of
discussion (unless there is
occasion to blame others) 166
Avoid Escalating Responses
 Getting in the student’s face
 Discrediting student
 Nagging or preaching
 Arguing
 Engaging in power struggles
 Tugging or grabbing the student
 Cornering the student
 Shouting or raising voice
167
Techniques for Managing Agitation
Teacher Support
Space
Choices
Preferred Activities
Teacher Proximity
Independent Activities
Movement Activities
Involvement of the Student
Relaxation Activities
168
Prevention Is Good, But What Do You Do
When The Behavior Occurs?
•Source: Willis, T., 1998
Prevention is Good, But What Do You
Do When the Behavior Occurs
• Reactive Strategies – Positive
• (Too many people who are restraint dependent and
time-out dependent)
• No one wants a crisis – best emergency management
is just don’t have one!
• Traditional management – to punish
• First you have to know WHY they are doing it (FA)
• And what are the cues and conditions under which
the behavior occurs?
170
• If you know the antecedents, you know what
NOT to do.
• The behavior never occurs with this person…Ask
the person: What do you do? (I just give him his
space…etc.)
• Should be built into the program.
• Survive with dignity
• Don’t make it worse.
• If you have good antecedent strategies – good
prevention, and good teaching, then reactively
you can do whatever you want.
171
• When he pushes his work away, say
“Do you need help?”
• When he puts his head down, say
“You look like you need a break.”
• We have designed activities he can
understand; we have a nonaversive
classroom; we are reinforcing him for
participating and for completing, and for
not stripping naked. All of the treatment
is there. So we can let him take a break.
172
• THEN build it in that the activity
is SO reinforcing that he won’t
WANT to take a break.
• So GIVE him attention; GIVE him
a hug; we are not worried because
we have a good treatment plan.
173
Let’s Get Real
• So often, we try to create programs
for kids that WE wouldn’t be able to
do.
• Imagine that you are sitting in a parking
lot. Someone walks up to you, points a
gun, and says “Give me the car.”
…….You COULD say “I’m not going to
reinforce that behavior….”
174
• Remember Rodney King? – Speeding,
chased by police. Didn’t stop. Finally
trapped. Gets out of car – big – but no
gun, no bat, no knife. All saw on video –
beating by police. What else could have
been done?
175
Traditional Reactions to
Challenging Behavior
•
•
•
•
•
•
•
•
Wash mouth out with soap
Write 500 times “I will not….”
Clean up the mess!
Wash the wall!
Wash all of the walls!
If he refuses, MAKE him do it.
Take a lap!
Loud “NO!”
176
•
•
•
•
•
•
•
•
•
•
Nagging
Time-Out
Go to your room!
Go to bed early!
You lose 5 points! (or worm, or apple, etc.)
You’re grounded for life
Go to the principal’s office!
Systematic exclusion
No recess
Stay after school
177
Traditional Reactions to
Challenging Behavior
•
•
•
•
Punishment by delivery – Type 1
Punishment by withdrawal – Type 2
Natural Consequences
Logical Consequences
NO REAL PURPOSE EXCEPT
VENTING YOUR OWN EMOTIONS.
• Results in movement to the next stage of
crisis
178
Reasons for Avoiding Traditional
Consequences
•
•
•
•
•
Punishment / discipline
Legal and administrative reasons
Danger of elicited aggression
Danger of “thoughtful” aggression
Lack of social validity
179
Antecedent Control Strategies
• The Best Emergency Management is NOT
to have an emergency in the first place.
• What can we do?
• Remove seductive objects
• Fidgety Phil gets into everything
• Lock the gate because Ted runs
180
• Lock your purse – Sandra steals
• Don’t take Alan to the store – he has Pica
• Don’t give Ralph coins – he puts them in his
mouth
• Don’t leave food out – Karen has an eating
disorder
• Don’t leave sweets out – John has diabetes
• He got in my purse again! (Why again?)
181
• Joe has ADHD and you have thousands of
knick knacks out – and they are worth a
lot. (Many have problems with impulse
control – or no brakes.)
• Child-proof – and then when he’s learned
– can bring them back out again.
• Kid who hates women (or men)
• Kid and teacher have personality clash –
and clash...
182
• Remove unnecessary demands and
requests
• “Set the table”  turning over the table.
• “Take out the trash”  yelling and
screaming
• “Do this puzzle”  biting the teacher
• Shape participation
183
• Eliminate the provocative statements and
actions
• Profanity when criticized in front of peers
• “You are noncompliant.”
• “You have just lost all your privileges.”
• “Hurry, hurry, hurry” (pushing and prodding)
• Hands on -  leads to assault
• Child mumbles something and you say, “What
was that you said!!?? What did you say??!!”
184
• Change the timing and location of activities
• Slow to awaken from nap – awaken gradually
with music.
• PE in afternoon – not first period
• Don’t ask them to clean up during their favorite
movie
• Don’t interrupt ongoing activity (respect)
• Change appointment – schedule
• Maybe can’t prevent all episodes, but many.
185
Interrupt the Behavioral Chain
•
•
•
•
Don’t interrupt me.
You made me lose my train of thought.
What was I saying?
Think of a tantrum
•
•
•
•
What does it look like?
Think about it as a number of response chains.
Think of the “task analysis” of the tantrum
Slow motion – or turning on and off a VCR.
186
• Behaviors have little spaces between
them.
• One behavior serves as a cue for the next.
• What I do right now reinforces the
previous.
• Can you do something to INTERRUPT
the chain of events?
• Lots of ways to intrude on that chain.
187
Facilitative Strategies
• Designed to help the person solve the
problem and regain control
• Active listening - Reflect the message:
• You seem to be upset
• You want to leave.
• You don’t like …
• Your ____ seems to be hurting you.
188
• Facilitating Communication in Other
Ways
• Determine the nature of the problem.
• What do you want?
• Do you have a problem?
• Do you need help?
• What’s wrong?
• Can you show me where it hurts?
• Non-directive listening
• Understanding presence
189
• Facilitate relaxation
•
•
•
•
•
Acknowledge the person is upset
Instruction in relaxation
Model relaxation position and movement
Move to quiet place
Decrease volume and slow movements
190
• Help solve the problem.
• This is the way to do it.
• Have you tried this way?
• Prompt the solution.
• Use words like “calm down,” “chill out,”
when teaching to relax.
• Then – when escalating – use the same
words and THAT ITSELF will help them
calm down.
191
• Identify his favorite music – divert him to
it. Turn it on. Then teach HIM to do that
when he’s upset. “When you’re upset, put
on your music.”
• Set up a “Time-In” location – a place that
has nice soft furniture, low lighting, very
comfortable.
• Teach him that it’s the place to go and
relax.
• Then when escalating – say, “Let’s go
relax.”
192
• Help him solve the problem.
• You know you have someone who can tie
his shoe. Today he asks for help to do it.
• Imagine you are on your way to an
appointment. You lost your keys. You’re
walking around – who took my keys?
Can’t find them – late – upset.
193
• Train and build in reinforcement for
independence, but at that moment, solve
the problem – right thing to do.
194
Redirection and
Instructional Control
• Redirect to competing activities
• Run an errand
• Ask entire class to name three favorite things
and call on student with the problem first
• Ask entire class to stand up and take a deep
breath.
• “Check this and see if it’s ok.”
195
• Ask student to collect the classwork.
• 2 children starting to escalate – “Excuse me,
would you run this here – and you – would
you do this over here?”
• Or give directions to the entire group:
• Put your pencils down, everyone take a
deep breath, now let it out, do it again.
You just needed a little relaxation.
(The two who were escalating
followed along and that intruded on the
escalation.)
196
• Look for directions they can’t help but follow
– again, to interrupt.
• Friend’s daughter – major tantrum. Loved
ice cream. I’m going to Baskin-Robins,
I’ll meet you in the car. She loves good
ice cream. Can’t help but do it.
• Upset – think of their favorite thing – go
up and say Let’s go do it. In many cases,
they will. But make sure that event is
available outside of the emergency.
197
• “Help me” instructions
• Run this paper to the office for me.
• Help me take out the trash.
• Collect the papers for me. Or – I dropped my
papers and I need your help. (Columbo)
• Teach him to use an escape card that says I
want to take a break. (or is red…)
(Before, he was spitting at you to send the
same message.) Now – “You look like you
need to take a break.” – Prompt with card.
198
• Proximity control
• Closeness may influence behavior
• But for some, it will help if you move
away.
• If you can see it in their eyes, sometimes
it helps not to ask them to do the task.
199
• Inject humor
• Humor may interfere with anxiety/ anger.
• Laughter may release endorphins which
may give a feeling of well-being
• Underused coping strategy
• A look or gesture
• Tickling
• VERY difficult to be angry and laugh at
the same time.
200
Creative Behavior Management
•
•
•
•
Stare into the air
Swat flies
I forgot my ____
Hold this for me.
201
Creative Behavior Management
•
•
•
•
•
•
•
Look at ______!
Dropped my contacts!
Drop all your change
Knock over something
Talk to yourself
Feign a heart attack
Coughing attack
202
Creative Behavior Management
• Do something completely out of context:
• Scream “They’re stealing my car!” – and
go running out the door, slamming it.
• Escalating and about to hit you – “Oh,
my gosh, I forgot to mail my taxes!” –
Might be enough time to get you away.
203
Stimulus Change: Guidelines
•
•
•
•
Dramatic stimulus
Short-lived effect
Problems with repeated use
Change routine
• May just give you a minute to get away,
but may actually get him to stop.
204
Physical Management
• The last thing you ever want to consider.
• Geographical containment – strategic use of
the environment
•
•
•
•
Get behind a table
Clutter the environment – furniture, etc.
Couch cushions
Position yourself between him and door.
205
Is physical intervention necessary?
• Most can be avoided.
• Reasons to minimize physical methods:
• People get hurt
• People have died
• Bad feelings
• Elicited aggression
• Traumatizing to experience, and to watch
206
• Whenever you put your hands on people,
someone gets hurt.
• Probably over 100 a year die.
• Truly a danger. Should be last resort.
• REMEMBER
• When there’s nothing to do that’s for
fun, there is a greater likelihood of
challenging behaviors.
• Need noncontingent fun – throughout
the day.
207
Other things to do:
•
•
•
•
•
Show respect; patience.
Keep your word.
If you mess up, apologize.
Positive interactions
Time to just visit
208
Observing & Recording
Student Performance
Competency Eight
Paraprofessionals should expect to be able to:
–
–
Define behavior in observable, measurable terms
Use systematic procedures for observing and
recording behavior including:
–
–
–
frequency
duration
time sampling
- anecdotal records
- interval recording
AND
210
Competency Eight (Continued)
•
Chart results of behavior observation
using graphs
211
Purposes of Data Collection &
Behavior Observation
• Supporting classroom instruction
• Providing feedback & reinforcement to
students
• Summarizing & reporting student progress
• Supporting diagnosis & verification of
disabilities
212
Observation techniques used
must…
• contain enough information to be useful
but
• not be so complicated that it interferes with
the observation.
213
Observable & Measurable
Behaviors
Observable Behavior
• Noted through one of the senses
• Usually described by action words
• Does not include feelings or intentions
which are inferred from other behaviors
- aggressive
- excited
- angry
- lazy
- happy
215
Measurable Behavior
• Must first be observable
• Must be able to clearly determine whether
the behavior is occurring
• Must be able to count the occurrences of the
behavior and/or time the duration of the
behavior
• Must be able to tell when the behavior
begins and ends
216
Examples
• Bobby talks to other students when the
teacher is talking to the class
• Both observable & measurable
• Hear & see Bobby talking
• Can count the number of times Bobby talks or
time the length that he spends talking
217
Examples
• Bobby has a poor attitude toward school.
• Not possible to determine exactly what Bobby
is thinking
218
Observable and Measurable Behavior
Activity
Check if the behavior described is both observable and
measurable.
_____ 1. Will is not in his assigned seat.
_____ 2. Jim doesn’t understand a concept presented by
the
teacher.
_____ 3. Laura dislikes the other students in her group.
_____ 4. Deb correctly completed ten math problems.
_____ 5. Liz taps her pencil on the desk.
_____ 6. David checked out five books from the library.
_____ 7. Sue asks the teacher to repeat instructions.
_____ 8. Vicki sucks her thumb during nap time.
_____ 9. Barbara speaks without permission.
_____ 10. Toni raises her hand to ask for help.
_____ 11. Donna enjoys reading.
_____ 12. Josie cries when she is in the cafeteria.
_____ 13. Jon is lazy.
_____ 14. Janet doesn’t like to work with the other
students in her classroom.
_____ 15. Ken is angry.
219
Observation Techniques
Observation Techniques
•
•
•
•
•
Frequency
Duration
Interval recording
Time sampling
Anecdotal records
222
The supervising teacher….
• Identifies and defines the behavior to be
observed
• Determines where the observation takes
place
• Determines when the observation will take
place
• Determines the observation technique to be
used
223
Frequency
• A record of the number of times a specific
behavior occurs within a specific time
period
224
Frequency
• Useful for recording behaviors
• With a clear beginning and ending
• Of relatively short duration
• That tend to occur a number of times during the
specified time period
225
Frequency Components
• A specific time period
• A specific behavior
• A method for tallying the number of events
226
Sample of Frequency Record Form
Student: Myron Johnson
Behavior: talk outs during science class
Date
3/8/03
Time
Tally of
Start / Stop Observations
1:30 1:40
xxxxx xxxxx
xxxxx
Total Count
15
227
Frequency Count - Examples
• Number of math problems completed within
15 minutes
• Number of times a preschooler talks to a
peer
• Number of times student raises hand during
a 10-minute class discussion
• Number of times student asks for help
228
Frequency count NOT used
for…..
• Behaviors occurring at a high rate (ex.
Tapping pencil on desk)
• Behaviors occurring for an extended period
of time (ex. student sucking thumb)
229
Frequency Data – Activity
Part I
Billy, a student in the preschool classroom in which you work, frequently
leaves his assigned “spot” during circle time. The teacher has asked you to
observe him for five days during circle time and count the number of times he
leaves his spot. You collected the following data during the five days.
Day
Day
Day
Day
Day
1:
2:
3:
4:
5:
left
left
left
left
left
spot 7 times
spot 9 times
spot 4 times
spot 6 times
spot 3 times
Using the above data, complete the Frequency Record form.
Frequency Record Form
Student: Billy
Behavior: Leaving assigned spot during circle time
Day
Time
Tally
Total
Start /Stop
230
Duration Recording
• Used when we want to know how long a
behavior lasts
231
Duration - Examples
• Crying/screaming
• How long a student takes to complete a
math assignment
• How long a student continuously taps pencil
on desk
• How long student takes to clean up
play/work area
232
Duration
• Record the starting and ending time of a
behavior
• Compute the length of time the behavior
occurs
• Usually used to observe behaviors which
occur less frequently and continue for a
period of time
233
Duration Data Sheet
Student:
Behavior:
Date:
Start____________
___
End_____________
___
Start____________
___
End______________
___
Start__________
___
End___________
____
Start____________
___
End_____________
____
Start____________
____
End______________
____
Start__________
____
End___________
____
Start____________
____
End_____________
_____
Total Minutes
Duration
Start____________
_____
End______________
____
Start__________
____
End___________
____
Total Minutes
Observed
234
Duration Activity – Joseph
Part I
Joseph, a student in the classroom in which you work, frequently taps his pencil for
extended periods of time. This behavior is distracting to everyone in the classroom, and
the teacher has asked you to take data to determine how long the pencil tapping episodes
are lasting. You observe Joseph for five days and obtain the following data.
Day 1:
Started
Ended
2:05
2:20
Total Time _________
Day 2:
Started
Ended
1:30
1:40
Total Time _________
Day 3:
Started
Ended
2:05
2:15
Total Time _________
Day 4:
Started
Ended
2:45
2:50
Total Time _________
Day 5:
Started
Ended
12:30
12:35
Total Time _________
Instructions:
1. Compute the length of time, in minutes, of each episode.
2. Record the information on the Duration Data form.
235
DURATION DATA SHEET
Joseph – Part I
Student:
Behavior:
Day 1
Start Time ____________________
End Time______________________
Total Time ____________________
(# of minutes)
Day 2
Start Time _____________________
End Time_______________________
Total Time _____________________
(# of minutes)
Day 4
Start Time ____________________
End Time ______________________
Total Time _____________________
(# of minutes)
Day 5
Start Time _____________________
End Time _______________________
Total Time ______________________
(# of minutes)
Day 3
Start Time______________________
End Time _______________________
Total Time ______________________
(# of minutes)
237
Interval Recording
• Measures whether or not a behavior occurs
within a specific time interval.
• Total observation time is divided into
smaller intervals, & observer records
whether or not behavior occurs within that
interval
239
Interval Recording…
• Get an estimate of both the frequency and duration
of the behavior
• Mark only once whether the behavior occurred at
any time within the interval
• Requires observer’s undivided attention since
observation is continuous for set period of time
(interval)
240
Interval Recording - examples
• Child who throws toys during free time
• Student who talks to other students around
them during work time
• Amount of socializing student does during
recess
241
Interval Recording
• Will work for any behavior that can be
observed.
• Must observe throughout the interval
242
Sample of Interval Record Form
Student______________________________________ ___________
Behavior__________________________________________________
X = behavior occurred
O = behavior did not occur
Record at 1 minute intervals
Starting Time___________
Date
1
Ending Time____________
2 3 4 5 6 7 8 9 10 11 12 13 14 15
243
Interval Recording Activity
Jonathan
Jonathan frequently hums during independent work times. His humming is a
distraction to other students trying to complete their work. The teacher
has asked you to observe Jonathan at one-minute intervals during a fifteen
minute independent work time using an interval recording method.
Using the data below, chart Jonathan’s humming behavior on the Interval
Record Form. You observed him on November 5 from 9:45 to 10:00 a.m.
Interval #
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Hummed – yes/no
yes
yes
yes
no
no
yes (2 times)
yes
no
no
no
yes
yes
yes
no
no
244
Time Sampling
• Similar to interval recording in that the
observation time is divided into intervals
• Behavior is recorded only if it occurs at the
end of the time period
• Generally used for behaviors of longer
duration
247
Time Sampling…
• May be done intermittently rather than
continuously
• NOT used with behavior of short duration
such as hitting, spitting, or kicking
248
Time Sampling - examples
•
•
•
•
reading a book
thumb sucking
participating in game during recess
working on an assignment
249
Time Sampling Record Form
Student____________________________________________
Date___________Behavior_____________________________
X = behavior occurred
O = behavior did not occur
Interval
#
1
2
3
4
5
X or
O
Comments
250
Anecdotal Notes
• Anecdotal notes are written notes describing
events or incidents that occur. These notes
usually become part of a student’s file.
• Paraprofessional may be asked to complete
anecdotal report if an incident occurs when
they are with student.
251
Anecdotal records might
document:
• Significant event which occurs
unexpectedly or infrequently
• Settings or conditions in which behavior
occurred
• Antecedents & consequences of problem
behavior
• Conversation with parents
252
Anecdotal Record Guidelines
• Record behavior immediately
• Use standardized anecdotal record form to make
sure all relevant information is included
• Record what is actually observed rather than your
feelings about the incident
• Use performance terms to describe the behavior
253
WHICH STATEMENTS ARE NONJUDGMENTAL?
1.
The principal did a good job separating the 5 th
graders who got into a fight during recess.
2.
The teacher
class period.
3.
The teacher was too easy on Joe.
4.
Dennis ate all of his lunch.
5.
Maggie slept 15 minutes during naptime.
6.
The
parents
unreasonable.
7.
The puppet activity was boring.
8.
Four students were in the bathroom smoking.
9.
Louie completed 17 out of 25 problems on the
math test.
10.
Sara ate three cookies during snack time.
asked
of
15
this
questions
child
during
are
the
totally
254
Anecdotal Record Guidelines continued
• Be careful about including information
about other students (by name) in the
record
• Be aware that parents & other
professionals will have access to the
record
255
Anecdotal Records – what should
be included?
•
•
•
•
•
•
•
•
Name of the observer
Date of the incident
Time when incident occurred
Name of student involved
Description of the incident
Location/setting where the incident occurred
Notes/recommendations/actions taken
signature
256
Happy Days Elementary School
Anecdotal Recording Form
Observer_________________________ Observation Date_____________
Observation Time_____________
Student Name______________________________
Description of the incident:______________________________________
___________________________________________________________
___________________________________________________________
Description of the location/setting:_______________________________
___________________________________________________________
Notes/Recommendations/Actions:_________________________________
___________________________________________________________
_________________________________
Signature
257
Activity – Anecdotal Recording
Directions: After reading the incident below, take out the
information you don’t think needs to be included and then record
the needed information on the “Anecdotal Recording Form.”
Tommy & Brad
(1) During morning (9:45) recess Tommy and Brad were outside
playing on the slide. (2) Brad was behind Tommy going up the
steps on the slide. (3) He didn’t think Tommy was going fast
enough. (4) Brad told Tommy to go faster and pushed the back of
Tommy’s legs. (5) Tommy turned around and told Brad to stop it
or else. (6) Brad told Tommy to shut up, and Tommy said, “Make
me!” (7) Brad grabbed one of Tommy’s feet, and then Tommy
stepped on Brad’s head with his other foot. (8) Brad was real
mad at this point. (9) He pulled Tommy’s foot, and they both fell
off the slide. (10) When they fell, Tommy landed on Brad. (11)
Brad had some scratches on his back. (12) Tommy was just
scared because he fell. (13) Brad can’t control his temper and is
always starting fights with the other children, but he runs away
before the other child can do anything to him. (14) Sometimes I
think if we let one of them catch him it might put a stop to this
nonsense. (15) I know his whole family, and they’re all just like
this – they fight all the time. (16) If you ask me, I think they
just like to fight, and I think it’s time we put a stop to it!
258
Anecdotal Recording Activity – Tommy and Brad
Happy Days Elementary School
Anecdotal Recording Form
Observer________________________________Observation Date_________
Observation Time ________
Student(s) Name_________________________________________________
Location/Setting_________________________________________________
Description of the incident_________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Notes/Recommendations/Actions_____________________________________
______________________________________________________________
______________________________________________________________
____________________________________
Signature
259
Charting Student Performance
Why Chart?
• Makes it easier & quicker to review data
• Easy to see changes in student behavior or
performance
• Beneficial in providing information and
feedback to students and parents
262
Walking Log
Day
1
2
3
4
5
# of Minutes Walked
8
10
13
12
17
263
Walking Log
18
16
# of Minutes Walked
14
12
10
8
6
4
2
0
1
2
3
4
Day
5
6
264
Charting Frequency Data Graphs
• Graphs have a vertical axis and a horizontal
axis
• Vertical axis – record frequency of the behavior
observed
• Horizontal axis – indicates observation period
on which the frequency data was recorded
265
35
25
20
15
10
Frequency Data
(Child Asking for Help)
Frequency
40
30
20
10
0
1
2
3
4
5
Day
266
Frequency Data Activity - Chart
Billy – Part II
Chart your data from Part I of the activity in the space below. Don’t forget to label the
vertical axis and the horizontal axis.
________________________________________________
267
12
12
8
6
3
Duration
Minutes
15
10
5
0
1
2
3
4
5
Day
269
Duration Activity – Joseph
Part II
Using the information from the Duration Data activity, Part I, chart the
data you recorded using the “graph” provided below. Remember to label your
vertical axis and horizontal axis. The vertical axis should indicate the
duration times of Joseph’s pencil tapping, and the horizontal axis should
indicate the day it occurred.
__________________________________________
270
Summary
• Precisely describe behavior to be observed &
discuss examples with teacher before you record.
• Prepare recording technique ahead of time &
make sure you are familiar with the form and the
method for recording.
• Carefully observe time limits and intervals used in
the recording.
272
Summary (continued)
• Prepare so that you need to make the fewest
judgments while recording.
• Example – student touching other students
• Record all touches whether gentle or hard
• If unsure whether behavior fits criteria, refine
criteria with teacher so that it is observable &
measurable
273
Method
Frequency
Duration
Interval Recording
Time Sampling (similar to interval
recording)
Anecdotal Records
Observational Techniques
Definition
A record of the number of times a
specific behavior occurs within a specific
time period. Frequency recording is
useful for behaviors with a clear
beginning & ending & are of relatively
short duration.
A record of the length of time from the
beginning to the end of a behavior, i.e.,
how long the behavior lasts. This method
is used for behaviors occurring less
frequently and for a longer time.
A technique that measures whether or
not a behavior occurs within a specific
time interval.
Behavior is recorded ONLY if it occurs
at the end of the specified time period.
Written notes describing/documenting
events/incidents that occur & usually
become part of a student’s file.
-
-
Examples of Behaviors
hitting
leaving seat
hand raises
# of math problems completed
crying episodes
how long student taps desk with
pencil
temper tantrums
-
toy throwing
smiling
socializing with other students
in/out of seat
on/off task
nail biting
participating in a game during
recess
-
Unexpected or infrequently
occurring significant events
Settings or conditions in which
behavior occurred
Antecedents and/or consequences
Conversation with parents
-
274
Competency Nine
Paraprofessionals will display an
understanding of the role of
confidentiality and how it relates to
behavior management and
discipline of students with
disabilities.
275
Confidentiality
• VERY IMPORTANT!
• Can’t share information about a student
• Posting in the hallways
• Talk in the teachers’ lounge
• Home
• In the store
• Be very careful to practice
confidentiality.
276