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Behavior Management: Principles and Practices of Positive Behavior Supports

Fourth Edition

Chapter 11

Minimizing Challenging Behavior

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Learning Objectives (1 of 2)

11.1 List and describe the factors that influence challenging behavior.

11.2 Discuss alternatives for the prevention of challenging behaviors, such as the concept of capacity building through S W P B I S and environmental engineering within both classroom and school settings and the development of alternative replacement behaviors that provide students with increased academic and social success.

Learning Objectives (2 of 2)

11.3 Identify and describe how S W P B I S can be used in minimizing challenging behavior and the potential cost/benefits associated with this philosophy and practice.

11.4 List and describe the methods that have been historically used to reduce challenging behavior, such as differential reinforcement, extinction, response, cost, and time-out.

Key Terms

Rapid Suppression

Environmental Engineering

Continuum of Intervention Alternatives

Differential Reinforcement

How Challenging Behavior is Perceived (1 of 2)

Challenging behavior need not always be considered for behavior reduction, but instead for behavior replacement

P B I S puts emphasis on prevention and minimizing challenging behaviors instead of responding in reactive manner

Challenging behavior is often addressed from after-the-fact response directed toward rapid elimination rather than considering options aimed at teaching replacement skills

Biggest remaining challenge of S W P B I S agenda is training teachers from philosophical and applied perspective

How Challenging Behavior is Perceived (2 of 2)

Schools must be reinforced for attempts at systematic change in S W P B I S

Resources, administrative support, and buy-in needed to ensure success

Initiatives often compete with numerous other mandates making it difficult to be accountable due to constant shifting of energy and effort in meeting demands

Alternatives for the Prevention of Challenging Behaviors (1 of 3)

Providing alternatives for prevention of challenging behaviors requires viewing P B I S from systems perspective

Schools have multiple behavior support systems (classroom, non-classroom, and individual student supports)

P B I S is systematic and proactive approach to promoting optimal behavior across multiple contexts

Focal point of system-wide P B I S is prevention and support carried out effectively on daily basis

Schools must commit to change

Alternatives for the Prevention of Challenging Behaviors (2 of 3)

Relevant competencies required of school-based behavioral support teams include:

Philosophy of Practice

Behavior Support Strategies

F B A Data

Program Evaluation

Stepwise systematic implementation of system-wide model is next step

Final step involves evaluation of procedures and their impact on schoolwide behavior outcomes

Alternatives for the Prevention of Challenging Behaviors (3 of 3)

Successful implementation of S W P B I S includes (Sugai & Horner, 2001):

Concentrating on doing what is possible in given resource structure, but be persistent in capacity building within school

Investing in practices that work

Investing in outcomes that the school hopes to achieve

Being mindful of individuals and cultural differerences

Making data-based decisions as a means of promoting informed decision making

Working collaboratively as teams to attain desired outcomes

Working to develop professional knowledge and skills among onsite personnel as method for promoting buy-in and change

Minimizing Challenging Behavior (1 of 3)

Behavior can be of such magnitude that minimizing and reducing it is important for well being of the individual

Include behaviors that cause a risk to the individual or others or cause damage to property and impede quality of life

Minimizing occurrence of these behaviors and replacing them hopefully serves to eliminate them

Right to non-invasive treatment is area of concern among professionals working with persons with disabilities

Minimizing Challenging Behavior (2 of 3)

Corporal punishment as a way to minimize challenging behavior is largely ineffective for the following reasons:

Lack of punishment procedures to produce lasting changes in behavior

Models physical aggression against children to control their behavior

Reinforces escape and avoidance behaviors in children to avoid punishment in first place

Reinforcement gained by user as a means of exerting control

Minimizing Challenging Behavior (3 of 3)

Crisis intervention procedures need to be developed to address escalating behavior

Behaviors that escalate to the point of endangering the safety of learner or others require crisis intervention

Procedures should include addressing serious problem behaviors, roles and responsibilities of personnel involved, and plan of operation

Personnel must also be trained and certified in deescalating techniques

Continuum of Intervention Alternatives

Differential Reinforcement Procedures

Extinction

Response Cost

Time-Out Procedures

Differential Reinforcement

Method that uses reinforcement to increase desired behavior

Often called positive reduction procedure

Can be in the form of D R A, D R I, D R O, or D R L

D R A reinforces a behavior designated as an alternative behavior for the behavior targeted for reduction

D R I differs in that incompatible behavior is topographically incompatible with target

D R O occurs when behavior is not reinforced for a specific period of time

D R L is used when behavior can be systematically reduced over time

Extinction

Occurs when previously reinforced behaviors are no longer reinforced

Shown to be lasting in terms of its effect on challenging behaviors

Can increase rates of behavior or escalate them

Novel behaviors can develop as part of this escalation

Aggression may happen due to frustration

Can take a lengthy amount of time for desired effects to work

Response Cost Procedures

Attempts to reduce behavior through removal or withdrawal of a quantity of reinforcement contingent on response

A loss of something of worth or value to the individual is a consequence for inappropriate behavior

Parents use this to manage children’s behavior through loss of privilege

Schools use this widely for students with behavior disorders in conjunction with level systems tied to points students earn and can redeem for various forms of reinforcement

Common error is removing points without a way to earn back resulting in “what do I have to lose” mentality

Time-Out

Procedure commonly used to remove a child from access to reinforcement for period of time after occurrence of problem behavior

Can be exclusionary or nonexclusionary

Exclusionary removes student from the room or area where behavior occurred

Nonexclusionary allows student to remain in room or area where behavior occurred but deny access to positive reinforcement

Easy to use in classrooms and deemed acceptable by professionals

Can result in time lost from instruction, may not work with all learners, and can be overused by teacher due to ease of use