5 Steps to Meaningful Behavioral Support Post Round-Up

As promised in the last post of the series, I wanted to finish up this challenging behavior series of posts by walking through some of highlights and rounding up the relevant posts. This series has gone on for quite a while so I thought it would be nice to have something like a table of contents to come back to if you have more time (yeah right) or need something or missed something. I am sure that over time I will add posts that are relevant to this series. When I do, I will try to link them back to this series through THIS LINK. Most will probably be about strategies for addressing challenging behaviors that I didn't touch on during this series or new research that comes out over time. Or anything else relevant that occurs to me....that's the joy of blogging.

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Implement and Monitor Behavior Support Plans: Data Tells the Story

I think it is time to wrap up the 5 Steps to Meaningful Behavioral Support series by talking about the 5th step--implementing and monitoring the support plan. It's really easy to feel like once you have put together your behavior support plan that you are done and can you relax (oh, and concentrate on one of the thousand things that need attention). Unfortunately, you don't yet know if the plan you put together is actually going to work. So, let me share some tips and thoughts about what the next steps are for this phase of the cycle.

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DOs and DON'Ts of Using Fines or Response Cost to Reduce Challenging Behavior

As I said in the last post, it's important to use your FBA to determine what kind of consequence is going to be effective. One kind of consequence we often use when we have a reinforcement system, like a token system, in place is response cost. Response cost is when we remove a reinforcer or an opportunity for a reinforcer from the student in response to a challenging behavior. It can be used in many different ways, but probably the most common is when the student is earning tokens in a token system and we remove them when we observe the behavior we are trying to decrease. In our society we are prone to take things away as a punishment for misbehavior, which makes many people think that response cost is a natural to include in the use of a reinforcement system (i.e., you earn when you're good, you lose when you're not). However, response cost often can come back and bite you if you aren't careful. So, I thought I would take some time to discuss some DOs and Don'ts about using response cost with students. These are relevant to any population from typical individuals to those with behavior disorders and of course those with ASD.
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Thomas and the Thinking Chair: Why "Consequences" Aren't Always What You Need

The final step for strategies in writing a successful behavior plan is developing the responsive strategies.  I spoke in my last post about DOs and DON'Ts for Responding to Challenging Behavior.  That post generated more views and interest than most of the other posts I've written.  So, either, everyone is really struggling with how do we respond when there is challenging behavior or we are missing the fact that most of our work has to come when challenging behavior isn't happening.  I suspect it's probably a combination of the two because we do struggle with how to react to challenging behavior and we do live in a society in which most challenging behavior is addressed and discussed in terms of how to respond to it, rather than how to prevent it.  I hope that the series leading up to that post helps us to remember that it's the work we put in up front with the teaching replacement behaviors and using antecedent interventions that creates real behavior change.

With that said, let me talk a little about what we, as a society, term as "consequences" for behavior.  One of the things I hear over and over again in my job is, "He needs to have a consequence" and "I can't just let the behavior go. He has to be disciplined."  Believe it or not, a punishing consequence for one student is not a punishing consequence for another.  Just like reinforcement, it depends on how the consequence affects future behavior. If the behavior decreases, it was punishment.  For some, our "punishment" is actually a reinforcer.

Let's take a common consequence we often use with young children and sometimes in school: Removing a student from an activity as a consequence of his or her behavior.  Essentially it is separating him or her from the group.  Sometimes people call it the thinking chair, as in the place to think about your behavior.  This consequence is frequently used with typical young kids.  It's effective, in moderation, with most problems presented by typical kids because typical kids are often hungry for adult attention and like the activity they have been removed from.

Now, let's consider Thomas (who is not a real person but whom many of you may feel you know).  Thomas is a 5-year-old with autism.  Interacting with other people is one of the hardest things he does all day.  It's not that he doesn't like people or to be completely isolated, but social interaction and communication are hard for him.  Most of his interactions focus around things he wants to get or sabotaged situations adults create to get more communication and interaction from him.  And sometimes Thomas starts hitting the kid sitting next to him or shoves him off his chair, and starts to scream, in the middle of morning meeting.

A functional assessment reveals that Thomas' behavior serves for him to escape from the social activities.  Before the functional assessment was completed, Thomas' teacher was doing something many preschool teachers do and removing him from the morning meeting to the thinking chair until he calmed down.  The data showed that calming down usually didn't occur until it was time to move to centers.  When the behavior analyst shared this with the teacher and told her that she needed ignore the screaming and hitting and keep Thomas in the circle, obviously she was upset and not happy with that solution as his behavior was ruining her teaching activity for the whole class.  She also stated that she "can't just do nothing!  He has to have a consequence for that behavior!"

So, was think chair or time out effective for decreasing Thomas' behavior?  Was it an effective consequence?

NO!  It was actually reinforcing the challenging behavior.  Thomas's hitting was followed by escape from the activity that probably was pretty difficult for him (sitting in a group, communication, social interaction).  Just because the teacher was the one removing him didn't make it any less reinforcing.  Just because we perceive removal as being a punishment didn't make it one for Thomas.

With that said, there also needs to be a good bit more thought put into how to address Thomas' behavior than simply making him remain in morning meeting (i.e., simply changing the consequence).  That's going to be a difficult task for the teacher to accomplish and be very disruptive for the rest of the class, so that is not a good solution.

Other solutions might include teaching Thomas to ask for a break, giving the teacher the opportunity to remove him for an appropriate skill rather than an inappropriate behavior.  Another might be changing morning meeting so that he has more communication and social support through more communication supports and more visuals (like a mini-schedule that shows him what is coming next).  And still another idea is to have him only participate in shorter periods of morning meeting and then move on to another activity proactively (taking into account how long he can usually sit without a problem) and reinforcing him for participating appropriately during that shorter time period.

So, in keeping with my mantra that there is ALWAYS more than one solution to every problem, you have to find the solution for challenging behavior that fits the student and the environment.

Just like with anything else, when choosing a response (or consequence) to challenging behavior, look to your FBA to tell you what will or won't be effective.  And try to help others understand that "consequences" aren't always the most effective way to change behavior.

Stepping down from my soapbox (until next time),

Teaching Appropriate Attention-Seeking to Replace Challenging Behaviors (Freebie!)

When we talk about replacement behaviors and functional communication training (FCT), the three most common applications are teaching attention seeking, teaching escape behaviors, and teaching requesting items and actions (for the tangible function). Today I want to talk about how to teach an individual to use an appropriate communicative way to gain attention from others. You can teach students to gain attention in a variety of ways from telling jokes, initiating interactions in play, and initiating conversations among others. These work well for students who have some communication skills but aren't using them effectively. I want to focus today more on the student who does not have effective communicative ways to gain attention. They might be nonverbal and have limited communication skills or they might be verbal but not use their language effectively or communicatively (like the kid who recites the newscast but can't ask for a banana). These are the students who need the basics of communication specifically focused on gaining the attention that their challenging behavior currently serves. Obviously this is something you would use for students whose FBAs indicated attention as a primary function of challenging behavior. I am going to give you the highlights and then I have included a free download of a protocol with more details about how to set it up.

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What Are Replacement Behaviors and What Do We Need To Know to Be Effective?

Thanks to I Teach
What's Your Superpowers for Clipart

So, how are you surviving the beginning of the year? Class set up? Schedule set (does it ever really get finalized??). At this point in the series, we are ready to move on to the second part of the behavior support plan--the teaching parts. If you haven't seen the post on the format of a behavior support plan, check here. There is a freebie, so go ahead and check it out and I'll wait.

OK, ready to continue? This section of the support plan is divided up into 2 components: teaching replacement skills and teaching ancillary skills (or skills the student needs but that aren't necessarily related to the function of the behavior). Before we get started on specific skills in each area, let me clear up a few frequently asked questions about them.

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5 Ways to Prep Students to Prevent Challenging Behavior: Antecedent Strategies

To read more of the series on challenging behavior click HERE.

So, in this post I want to finish up talking about antecedent strategies by talking about ways to prepare a student prior to a situation that may be related to challenging behavior so that the student can get through the activity productively and without difficulty. Sometimes preparing someone before they have to manage a difficult situation can help them manage their behavior. Think of it as when you remind your significant other that we decided to try not to argue with the in-laws during the dinner tonight. We all do it, it's just a matter of making the preparation clear and meaningful for our students--and planning the time to be able to do it. Here are some ways that we can prepare students to help their behavior be more successful.
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6 Ways to Change Task Presentation to Prevent Challenging Behavior: Antecedent Strategies

To check out the rest of this series on 5 Steps to Meaningful Behavioral Support, click HERE.

If this series proves nothing else, it is that addressing and preventing challenging behavior is a complex, complicated, long job...and it is. But there are some things you can do that will prevent challenging behaviors just in the way you present tasks to students. These will work well if you have a student whose FBA showed that the behavior served to escape from demands from staff or parents. Essentially these are strategies that will lessen the student's negative response to task demands by making them easier, more interesting, and/or more palatable in some way so they are more likely to comply. And let's face it, increased compliance, and decreased challenging behavior is a win-win for you and the student. So, let's look at some strategies.

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3 Ways to Adjust the Physical Space to Prevent Challenging Behavior

If you are looking for the special education blog hop and the freebies and giveaway, click HERE.

Today I am continuing with the antecedent strategies for preventing challenging behavior in step 4 of 5 Steps to Meaningful Behavioral Support. To see the rest of the series click HERE.

Sometimes, preventing challenging behavior can be as simple as changing around the furniture. And sometimes it helps to have the furniture you need. Since many of us are setting up classrooms for the school year, today I want to talk about how the physical arrangement of the environment can affect challenging behaviors.
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