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Behavior Management: Principles and Practices of Positive Behavior Supports

Fourth Edition

Chapter 4

Prevention Through Effective Instruction

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Learning Objectives

4.1 Understand the relationship between setting events and antecedents and antecedents and the importance of preventing challenging behavior through effective instruction

4.2 Describe how to identify probable antecedents or “triggers” related to challenging behavior

4.3 Identify and describe how to prevent challenging behavior through effective instructional approaches

4.4 List and describe effective instructional strategies such as engineering supportive learning environments, managing instructional antecedents, and R t I (Response-to-Intervention)

Key Terms

A-B-C Recording

Antecedents (triggers)

Direct Assessment

Engineering Learning Environments

Universal Design

Functional Behavior Assessment (F B A)

Indirect Assessment

Interval Recording

Scatter-Plot Analysis

Setting Events

Prevention of Challenging Behavior through the Modification of Antecedents (1 of 2)

Understanding antecedents or triggers and how they are associated with a challenging behavior can help us identify interventions to prevent the behavior

Interventions can range from differentiating instructional practices or modifying the learning environment

Prevention of Challenging Behavior through the Modification of Antecedents (2 of 2)

Environmental variables such as seating, noise level, and room temperature can impact how learners respond

Changing the way that instructional materials are presented, scheduled, and arranged can also impact learner’s behavior and performance

R t I requires differentiating instruction for students at risk for academic failure

Engineering Learning Environments

Engineering learning environments is a mainstay of P B I S and includes:

Emphasizing enriching lifestyles or quality of life for individuals

Promoting opportunities for choice

Social inclusion in educational and community settings

Schoolwide Positive Behavior Interventions and Supports

Have encouraged school systems to practice self-examination

Focused energies on understanding how learning and educational environments can positively affect student behavior and learning from individuals and group perspective

Broadened understanding of how to address problem behaviors before they begin

3 Strata of Schoolwide Behavior Supports

Primary Prevention-includes 80-90% of students who do not experience serious behavior problems

Secondary Prevention-includes 5-15% of students who are at-risk for problem behaviors

Tertiary Prevention-includes 1-7% of students who have chronic and intense levels of problem behaviors (Sugai et al., 2000)

Designing Optimal Learning Environments

Can include a change of seating, lighting, modulating noise in the classroom, and changing classroom or teacher to facilitate a better fit between teacher and instructor

Manipulate environment to increase probability of success and minimizing likelihood of failure

Activity schedules to communicate instructional demands

Environmental Intervention Strategies (1 of 2)

Occurrence of challenging behavior can be linked to environmental factors such as overcrowding, noise, or even room temperature

Challenging behaviors are frequently caused by a combination of skill limitations on the part of the learner coupled with an insensitivity in the environment

“See the Big picture before you arrive at judgement”

Environmental Intervention Strategies (2 of 2)

Is the environment pleasant?

Are environmental cues clear and consistent?

Instructional Intervention Strategies

Challenging behaviors can results from an interaction between instructional demands and a lack of congruence with the learning styles and abilities of the student

The 2004 Reauthorization of I D E A and No Child Left Behind were identified to assist in identifying learners with disabilities

2 Major Classes of Learning Problems

Skills Deficits- Insufficient level of skills needed to perform a desired task

Motivation Problems-Lack of desire to attempt performance

Pre-Instructional Considerations

What learning strengths does the learner have that can be emphasized in the development of successful instructional formats?

Are there successful teaching and response formats that have been used in the past?

What is the age of the learner and what learning difficulties or disabilities are present?

What are the preferred activities of the learner?

Modifying Instructional Antecedents (Task Design)

Make tasks relevant to the learner

Match tasks to the learner’s abilities

Build opportunities for choice

Determine the appropriate length of activities

Vary activities within the classroom

Use classroom and individual schedules

Modifying Instructional Antecedents (Task Presentation)

Use of clear and consistent cues

Use embedded cues within the task

Interspersed requesting

Systematic instruction

Use of naturally occurring reinforcers

Quality of Life Enrichment Indicators

Emotional Well-Being

Interpersonal Relations

Material Well-Being

Personal Development

Physical Well-Being

Self-Determination

Social Inclusion

Rights

Setting Events, Antecedents, and Behavior

All behaviors are influenced by antecedents

Antecedents are also referred to as discriminative stimuli

Setting events are broad contexts that alter antecedent-behavior relationships and set the stage for problem behaviors to occur

These setting events can be biological, environmental, and social or interpersonal

Assessment of Antecedents

Structured Interviews

Behavior Rating Scales

Observational Methods

Scatter-Plot Analysis

A-B-C Recording

Interval Recording

Structural Analysis