Professional Documents
Culture Documents
Marcia L Braden, PhD PC Licensed Clinical Psychologist www.marciabraden.com Karen Riley, PhD Associate Professor Domain Chair Educational Research Policy and Practice Morgridge College of Education
cognitive characteristics associated with FXS. Participants will understand how to develop a behavior plan. Participants will understand how to address antecedents to decrease the occurrence of behaviors. Participants will understand what to do when behaviors occur.
In the Beginning
We thought behavior occurred in isolation We thought that one size of intervention would fit
all types of children Some believed that the behavioral problems in special populations was just part of the condition and should be accepted without attempting to change it
unique needs of all special populations With the revision of IDEA and the accompanying mandates, the one size fits all philosophy was abandoned RtI grew out of the revisions in IDEA with emphasis on research based methodology The push from parents of children with autism dovetailed with the revisions of the new mandate
The Balance
Behavior intervention is often unnecessary when
etiology is considered Understanding hard wiring of students makes disciplining archaic Supporting students individual differences enables them to thrive, save face and take risks. Acting out, struggling for power and non compliance then become extinct
to communicate their need We have to observe the behavior looking for function in order to help modify the behavior
Neurobiological underpinnings Sensory dysfunction Running away Throwing shoes Hitting head Pulling hair
Cognitive delays
Cognitive deficits Sensory integration dysfunction Speech and language delays Gross and fine motor delays Physical ailments Social/Psychological Characteristics
Girls
Learning disabilities and attention deficits
Awareness of being different and not being able to
dysfunction contributes to behavioral issues Sensory diets, accommodations in the classroom and regulation protocols should be considered when developing behavior intervention plans
Characteristics That Affect Behavior Gross and Fine Motor Delays video
us their discomfort through their behavior Anxiety can contribute to GI problems and/or headaches
make friends It is easier to be with adults than age similar peers because adults repair social interaction and help support successful social collaboration If you have social deficits you dislike talking on the phone, attending social events, being with people you dont know, and taking social risks
Expectations Causing Behavioral Excesses Anxiety that manifests in withdrawal, self abuse, hand flapping or other motor excesses Hyperactivity caused by over stimulation
frustration Lack of support for transitions Anticipation of schedule changes, novel tasks and environmental chaos
around could interrupt the learning of others Touching things that are interesting- taking others things without permission could cause others distress
Neurobiological Factors
CHANGE IN ROUTINE AND
TRANSITIONS
Easily upset by changes in schedule, routine and people or perceived expectations. Transitions create anxiety School has many transitions inherent in the setting. As children get older there are more and more transitions in their day. Transitions require students to trust the environment and what is coming next sometimes without warning
Marcia L Braden, PhD PC
Transitions
Video of Preston in TX before and after a BIP was
emotions such as anger, rage and irritability These feelings can result in behavioral episodes such as aggression and explosive outbursts Inconsistent regulation of the arousal functions (attention, motor control, and impulses) contribute to a fear of being out of control Belser and Sudhalter, 2001)
Marcia L Braden, PhD PC
sloman@uoregon.edu
Define behavior in observable and measurable terms Ask about behavior by interviewing staff & student
-specify routines where & when behaviors occur -summarize where, when, & why behaviors occur
sloman@uoregon.edu
sloman@uoregon.edu
ABCs of Understanding Why students engage in problem behavior: Finding out the Pay-off or Function of Behavior
A= Antecedent(s). Find out the events that occur right before the behavior.
Allows you to predict: Where (During routine)? &
sloman@uoregon.edu
ABCs of Understanding Why students engage in problem behavior: Finding out the Pay-off or Function of Behavior
B=Behavior. Find out what is the observable problem behavior? C=Outcome/ Consequence. Find out what happens after the behavior occurs? WHY?
ABC
sloman@uoregon.edu
What is RTI?
Response to Intervention Part of the Reauthorization of IDEA in 2004
Move away from the test-deficit-place
Standard protocol
Hallmarks of RTI
Tiered approach Increase of intensity of intervention as one moves
Intensive
Intensive, individualized interventions for students who have an insufficient response to evidence-based interventions in the first two tiers.
Targeted
Targeted, specific prevention or remediation interventions for students whose academic performance or behavior lag behind the norm for their grade and educational setting
Universal
High quality instructional and behavioral supports for all students in general education
Individual Child Specific modified curriculum, classroom accommodations such as sensory tools, preferential seating Interventions for Children with Behavior Challenges Support and supervision for social interaction, clear behavioral expectations, specific & consequences behavioral follow through Universal Strategies and Interventions Strategies that are good for all students, , Structure, predictability, basic accommodations, integrated curriculum, research based strategies, common behavioral programs such as Love and Logic
Universal Level
Best practice at all levels Includes all domains Empirically substantiated methodology The type of intervention is determined by the overall
focus of the pyramid along with the function of the application Pyramids have been used for educational strategies along with health and behavioral intervention programs What we know is good for all children Do not assume that these are all in place
translational research in education, (Riley, 2011) Match etiology to intervention Research N of 1 studies
iew.aspx?ID=1068
Reading Recovery
http://www.readingrecovery.org/reading_rec
overy/facts/index.asp
See and Learn
http://www.seeandlearn.org/en/gb/
Consistent approach
Math games
Consequences
Must be based on the
goals for the child and the situation. Must address the function of the behavior. Behavior does not continue unless somehow reinforcing. If truly consistent in the behavior plan reexamine the function of the behavior not all reinforcements are external. Can be positive and negative.
yourself Calming techniques and sensory integration activities will not work at this time Remove them from the cause or remove the cause from them if possible unless this is a controlled burn View it as a learning experience
What did you learn from this ?
What did the child learn from this ?
Follow through
Follow through even if
Assessing and Treating Aggression in Children and Adolescents with Developmental Disabilities: A 20-Year Overview (2005) Matson, J.L., Dixon, D.R., Matson, M L.
54 studies on assessment and 62 on treatment were
found. All of the assessment studies and 34 of the treatment studies met methodological criteria for this review. 22 assessment studies using checklists and 32 using behavioral observations. Of the In treatment studies 32 used behavioral interventions and two used pharmacological interventions. The most commonly used treatments were functional communication training and differential reinforcement of other behavior. While there are still relatively few methodologically sound assessment and treatment studies, the number of viable publications is increasing.
The Rs
Realize and Recognize Realizing and recognizing ones emotions is critical to effective emotional
regulation. Labeling Remove He should remove himself from the situation. This is not punishmentit is a way to deal with negative emotions. You may need to tell him to do it initially, but hopefully, he will come do it himself over time. Relax Figure out activities that he finds relaxing. He could listen to music, read a magazine, or draw. Or he might just want to lie on his bed. He should have several options available in his room. Refocus Your adolescent should have a physical activity that allows him to refocus before rejoining the group. He may want to swing, go for a bike ride, or go for a walk. Make sure he has more than one choice. Rejoin
Dixon-Webber
Questions.
Recommended Websites
http://www.nectac.org/contact/contact.asp#groups http://www.directionservice.org/cadre/
Bibliography
Walker, H.M., Ramsay, E. & Gresham, F.M.
(2004). Antisocial behavior in school: Evidencebased practices (2nd ed.). Belmont, CA: Wadsworth/Thomson Learning. Gresham, F. M.(2004). Current status and future directions of school-based behavioral interventions. School Psychology Review 3, 326343.