#behaviorintervention

[davidwfloydart]

Let’s be clear… #behavioranalysis #worstbehavior #behaviorism #behaviorintervention #badbehavior #noshameinmygame #shameless (at Catalina Foothills, Arizona) https://www.instagram.com/p/CibOdySpX42ckK8C-3gClB0iSM2mLR6Q31wm_I0/?igshid=NGJjMDIxMWI=

[mrtoshitsingh]

#motivationalquotes #birthdaybehavior #behaviormanagement #behavioranalystsgetfit #bdaybehavior #viralinstagram #viralizar #behaviortechnician #viraledits #motivationtuesday #viralmeme #motivationalquote #motivationalposts #behaviorintervention #viral2019 #behaviorchart #motivationalquotesdaily #viralbarbers #motivationssprüche #viralvideo #viralreel #behavioranalyst #motivationquote #viral2020 #motivationquotes #viralmalaysia #motivation101 #motivationalspeech #viralvidio #motivation (at Mumbai, Maharashtra) https://www.instagram.com/p/CSUh8repgF0/?utm_medium=tumblr

[faithnself]

Time for an IEP meeting. #iep #highschool #behaviorintervention https://www.instagram.com/p/B3XV9DjpFwr/?igshid=9izwdf4wez62

[surveycircle]

Tweeted

Participants needed for online survey! Topic: "Examination of Burnout Among Behavior Analysts" https://t.co/ZwXQjo6vzL via @SurveyCircle #BehaviorSupport #burnout #BehaviorIntervention #DevelopmentalDisabilities #survey #surveycircle https://t.co/whRykgo8vq

— Daily Research @SurveyCircle (@daily_research) Apr 15, 2023

[erinsdigitalresourcelibrary-blog]

Yes/No Learning Skills Chart

http://www.intensiveintervention.org/sites/default/files/Yes-No_Chart_508.pdf

Purpose:

Teachers award points to students for “catching” them when they engage in appropriate learning skills (i.e., keeping their eyes on the teacher, following directions the first time, following along with instruction, raising their hand, volunteering to answer questions). Points may be redeemed for access to preferred reinforcers or activities. When implementing any system, the teacher needs to be clear about the expectations and how students are to earn points. Expectations should be concise, stated each time a new activity or task begins, and visually displayed for easy reference. Teachers should reinforce the behaviors they want to increase by immediately attending to them. A reinforcement system should be in place to help motivate students. Reinforcers can be tangible, activity based, social, or intangible.

Implementation Procedure:

Create a chart with “Yes” and “No” columns and rows with specific learning skills (i.e., keeping eyes on the teacher, raising hand, staying in seat).

Establish criteria for success (e.g., 10 “Yes” points and no more than five “No” points).

Demonstrate how points can be earned during instruction by holding a practice session. If there is an individual student who struggles with a targeted learning skill, have him or her model the expected behavior and provide him or her with feedback before the strategy is incorporated within instruction. Peers also can model learning skills.

During instruction, award points to the class for demonstrating the targeted learning skills. Points also can be awarded to an individual student during class-wide or small- group activities.

When awarding points, teachers should explicitly state why they are being earned.

Students should be encouraged to support one another. If individual students are causing the class not to earn a “Yes” point, then the strategy should be individualized.

If students meet the established criteria for success, they can earn access to a reinforcer.

[mrtoshitsingh]

#fitnessmotivation #behaviorgames #trendynails #trendybride #behaviorchart #fashiontrends #motivationalquotesoftheday #behavioralhealth #trendkids_ig #behaviorintervention #behavioranalystsgetfit #mondaymotivation #motivationalsayings #behaviorissues #trendyjewelry #trendingsong #animalbehavior #motivationalpage #motivationalmoments #trend2019 #trend2020 #trendyoutfits #trend #behavior #trendingmemes #behavioralfinance #motivationvideo #motivationoftheday #motivation #motivationalquotes https://www.instagram.com/p/CSPN_I0J3_g/?utm_medium=tumblr

[erinsdigitalresourcelibrary-blog]

The “You-Me” Game

http://www.intensiveintervention.org/sites/default/files/You-Me-Game_508.pdf

Purpose:

The "You-Me" Game

Have students compete with the teacher to earn points. Points are earned by students when the teacher “catches” them meeting behavioral expectations. Points can be redeemed for access to preferred reinforcers or activities. When implementing any system, a teacher needs to be clear about the expectations and how students may earn points.

Expectations should be concise, stated each time a new activity or task begins, and visually displayed for easy reference. Teachers should reinforce the behaviors they want to increase by immediately attending to them. A reinforcement system should be in place to help motivate students. Reinforcers can be tangible, activity based, social, or intangible.

Implementation Procedure:

Create a chart with “You” and “Me” columns.

Establish criteria for success (e.g., 10 “You” points and no more than five “Me” points).

Demonstrate how points can be earned during instruction by holding a practice session. If there is an individual student who struggles with a targeted learning skill, have him or her model the expected behavior and provide him or her with feedback before the strategy is incorporated within instruction. Peers also can model learning skills.

During instruction, award points to the class in the “You” column when they are meeting behavioral expectations. If a reminder has to be given to the students, award a point to the teacher in the “Me” column. Points also can be awarded to an individual student during class-wide or small-group activities. 

When awarding points, teachers should explicitly state why they were earned. 

Students are encouraged to support one another. If individual students are causing the class not to earn a “You” point, then the strategy should be individualized.

 If students meet the established criteria for success, they can earn access to a reinforcer.

[erinsdigitalresourcelibrary-blog]

Self Management

http://www.intensiveintervention.org/sites/default/files/Self_Management_508.pdf

Purpose:

Teaching students to use techniques to monitor and manage their own behaviors can support them with independent regulation of emotions or behaviors. Self-management systems include self-monitoring (e.g., recording), self-evaluating (e.g., rating) behaviors, or both in conjunction with reinforcement strategies. Students need to be taught how to use self-management systems, as well as the purpose of monitoring or evaluating one’s own behavior.

Self-Monitoring:

Identify the problem behavior and an appropriate replacement behavior that can be monitored.

Define the appropriate behavior that will be targeted for monitoring. The behavior should be specific and observable.

Identify a predetermined success criterion (e.g., student will demonstrate the appropriate behavior six times to earn a reinforcer). For older students, this may include a goal- setting component.

Self-Management Collect baseline data and consider where and when the student should use self- monitoring.

 Obtain the student’s cooperation for self-monitoring and teach the student how to record and graph his or her performance. 

Have the student record his or her performance on a self-monitoring recording form. Inform the student that you also will be recording his or her performance to compare results. 

At the end of the time period or day, have the student graph his or her performance and identify whether he or she met the predetermined success criterion. 

If the student met the success criterion, allow him or her to select a reward or reinforcer. 

Self-Evaluation:

After self-monitoring, self-evaluation may be used to help students make judgments about their behavior.

Follow all steps from the self-monitoring steps 1–8. Self-evaluation also may be used by a student to identify how well he or she was able to use a learned strategy.

At the end of the time period or day, compare the student’s self-evaluation with a teacher’s evaluation.

If the student’s evaluation closely matches that of the teacher, allow the student to select a reward or reinforcer.

[erinsdigitalresourcelibrary-blog]

Behavior Contracts

http://www.intensiveintervention.org/sites/default/files/Behavior_Contracts_508.pdf

Purpose:

Students and teachers agree on a common goal for addressing a problem behavior and develop a written agreement. The agreement should be written positively, stating what the student is expected to achieve for meeting the terms of the contract. Contracts should be easy to understand by teachers, parents, and students. Contracts should be for a short duration and be achievable in that time frame.

Implementation Procedures:

Develop a point sheet, behavioral progress report, or CICO monitoring sheet to use along with the behavior contract.

Identify the target behavior with the student.

Identify reinforcers that the student will work to earn (e.g., tell a joke, computer time, an activity, an item from a prize box).

Establish a schedule of reinforcement that is appropriate for student need. Start with more frequent reinforcement and fade over time.

Set a realistic performance goal with the student.

Write down the agreed-upon goal and have everyone involved in the development of the contract sign it.

Monitor the student’s performance using the point sheet/progress report and modify the contractual goal, as needed.

[erinsdigitalresourcelibrary-blog]

Building Decision Skills

The Building Decision Skills curriculum is implemented at the middle and high school level to bring awareness to ethics, help develop core values and provide strategies for approaching ethical dilemmas. This curriculum consists of 10 lessons that uses readings, handouts, small group activities, class discussions and homework. A study done by Leming (2001) implemented Building Decision Skills combined with service learning to a 12th grade class at a middle class school and compared it to a regular 12th grade English literature class that did not receive the curriculum or service learning. Although the curriculum can be implemented school-wide, the study focused on classroom implementation. Leming (2001) reported statistically significant findings compared to the control group on 4 of the 7 measurements: ethical awareness, ethical responsibility, ethical perspective, and social responsibility-school. No statistical significance was found for self-esteem, social responsibility-general and anticipated future community participation. I think it is highly important to promote decision making and the ethical nature of community service in schools as well as at home and is something that you do not see very often. The implications that come with the results of this study show that this curriculum yields some positive results. I think that even though it did not hit all 7 factors, even the 4 that do show significance are highly important and give me enough reason to recommend this in schools. The homework aspect is the only part I am not a huge fan of and it would be ideal to just have the lessons be done solely at school. Also, there is no information provided on the training required for teachers to implement this and that is big part of the study. If the training is extensive and time consuming then people are going to be less likely to want to do it.

Reference:

http://ies.ed.gov/ncee/wwc/Study/64305

[erinsdigitalresourcelibrary-blog]

Too Good for Drugs and Violence

http://ies.ed.gov/ncee/wwc/Study/65059

Too Good for Drugs and Violence is a school-wide program used to focus on prosocial skills, positive character traits and violence and drug free norms. There are 14 core lessons that include role-play, cooperative learning activities and the contexts in which they can use these. Lessons include information on normative peer use and the consequences of drug and violence use. Bacon (2001) did a randomized experiment in which the experimental group had the Too Good for Drugs and Violence lessons in their health class twice a week for 9 weeks and the control group had their regular health class. Pretests before the intervention, showed that both groups had equal intentions on trying drugs or using violence. Measurements (questionnaire) of the intervention group compared to the control group showed significantly different results in that those who received the intervention reported positive attitudes toward nonviolence, perceptions of emotional competency skills, perceptions of social and peer resistance skills, and perceptions of assertiveness and self-efficacy. This program is available for all grade levels, but this particular study was done with students grades 9-12. This program has some positive implications for high school students and some of the components of the lessons are important to teach high schoolers. The specific study done by Bacon (2001) was not very diverse in the demographics of participants and no long-term effects of the intervention were measured. I would recommend this program to be used in a high school where there is a potential risk of drugs and violence because of some of the significant results they found in their questionnaire. This program is not super expensive and the training and time required is not overwhelming. I prefer and would recommend providing this curriculum in a similar fashion that the study did in which they do it twice (or even once) a week in a health class in a high school, but I am curious as to how this would look at the elementary level?

Reference:

Bacon, T. P. (2001). Impact on high schools students’ behaviors and protective factors: A pilot study of the “too good for drugs and violence” prevention program. Florida Educational Research Council.

[erinsdigitalresourcelibrary-blog]

Walker, H., Kavanagh, K., Stiller, B., Golly, A., Severson, H., & Feil, E. (1998). First step to success: An early intervention approach for preventing school antisocial behavior.  Journal of Emotional and Behavioral Disorders, 6(2), 66–80.

First Step to Success: an early intervention approach for preventing school antisocial behavior (Walker et al., 1998) first uses a screening tool for teachers to rate students to find those who may be at risk of antisocial behavior. Contingencies for Learning Academic and Social Skills (CLASS), is an intervention model used to minimize antisocial behaviors such as; aggression, severe tantruming, victimizing of others and oppositional-defiant behaviors and replace them with positive behaviors. While using CLASS, a trained behavior coach works with the teacher and the student’s peers in training them how to use positive strategies to help the student replace negative behaviors with prosocial behaviors. The intervention works on a point system and if the student reaches his/her goal for the specified time depending on the progress of the intervention then the whole class and individual will receive agreed upon reward. 46 kindergarten students were randomly assigned to intervention group (clinical) or control group (non-clinical). Eight program consultants were trained in the First Step to Success and each consultant was assigned to 2-3 children in the intervention group implementing the intervention over the course of three months. The school part of the intervention consists of three steps where a consultant starts by monitoring the child over two twenty minute periods throughout the day giving the student a point every time they show a positive behavior within 30 second intervals. After six days, the consultant then passes on the duties to the classroom teacher where the intervals increase and eventually the point and reward system is phased out and the student simply receives praise for showing positive behaviors. After the intervention, external behaviors were assessed using four different rating scales all filled out by the teacher measuring aggressive and maladaptive behaviors. Significant positive effects were found for the clinical cohort after the three month period in kindergarten and both follow ups after grades 1 and 2. Significant positive effects were also found for the non-clinical cohort after grade 1 (only time in which they were measured due to loss in grant money). The amount of training involved in this intervention is a major limitation for it requires a significant amount of time, attention and data collection from the teacher and others that may be involved. This study showed that with the proper amount of training, effective consultation and correct implementation, this intervention can be successful in guiding a kindergartener from antisocial behaviors to prosocial behaviors. Having more information on the long-term effects of this intervention would be useful in seeing if I would recommend trying this with a student for there is a lot of time involved in effective implementation. I particularly like that this intervention starts off with immediate rewards after the 20 minute observations and gradually spreads out more overtime and eventually phasing out. These specific time limits and rules on rewards are important in keeping everyone involved accountable. The homeBase part of this intervention where parents are taught skills to teach their children such as communication, problem solving and friendship making is important in making the connection between home and school and assist parents in helping their children become competent and successful in school.

[erinsdigitalresourcelibrary-blog]

Guglielmo, H. M., & Tryon, G. S. (2001). Social skills training in an integrated preschool program. School Psychology Quarterly, 16(2), 158–175.

Social skills training in an integrated classroom (Guglielmo & Tryon, 2001) divided a group of preschool children with developmental delays into three groups each with 19 eligible students; Group A) received social skills training with classroom reinforcement of target behaviors, Group B) did not receive social skills training, but did receive classroom reinforcement of target behaviors, and Group C) did not receive social skills training or classroom reinforcement. The social skills training program, Taking Part: Introducing Social Skills to Children, was used to show with puppets, skits and specific instructions how to join a group and share with peers. Those leading the social skills group were involved in two hours of training on modeling and role-playing. Groups A and B also included a classroom reinforcement of verbal acknowledgment and a tangible reward for demonstrating Sharing and Being in a Group after being instructed to do so and during periods of free play. A pre-assessment of the frequency of the target behaviors was done by an outside observer and then the intervention was implemented for 20-30 minutes a day for a total of eight days. The frequencies of the target behaviors were then observed again by outside observers and then groups A and B switched interventions for the next eight days. A third assessment of the frequencies of target behaviors was then done after both interventions were implemented. The results show that when Taking Part social skills and classroom reinforcement are paired together there is an increase in the target behavior Sharing in preschoolers with developmental delays compared to those in the control group (Group C). The pairing of these two interventions only showed significant results for Sharing as opposed to only classroom reinforcement. An increase in the target behavior Being in a Group was equal for both interventions together and only classroom reinforcement when compared to the control group (Group C). A follow up with these students would show if these gains were maintained in the future and longer intervention periods could be implemented to see if there would be greater effects on these specific target behaviors. The study brings up the point that their significant findings for the target behavior Sharing and not Being in a Group could be due to the fact that Sharing is a typical behavior that they reinforce within the classroom and not so much Being in a Group. This study demonstrates the importance of the combination of reinforcement and social skills group in increasing positive group behaviors, but I think with longer intervention periods they would find more of an impact on these behaviors. After the interventions, it would be important for the teachers to maintain positive reinforcement and that may not always be the case due to lack of time or resources.