A Guide for Paraeducators PDF

A Guide for Paraeducators Developmentally Appropriate Supports for Students with Intellectual Disabilities and Challenging Behaviors SCOTT GUTENTAG, PH.D....

A Guide for Paraeducators Developmentally Appropriate Supports for Students with Intellectual Disabilities and Challenging Behaviors SCOTT GUTENTAG, PH.D. SCHOOL PSYCHOLOGIST LICENSED EDUCATIONAL PSYCHOLOGIST DIAGNOSTIC CENTER, SOUTHERN CA Diagnostic Centers- CDE Diagnostic Centers California Department of Education DEL Diagnostic Center, South NORTE ▪ SISKIYOU MODOC 4339 State University Drive TRINITY SHASTA ▪ LASSEN HUMBOLDT TEHAMA PLUMAS ▪ Los Angeles, CA 90032 MENDOCINO GLENN BUTTE SIERRA COLUSA NEVADA YUBA LAKE PLACER SUTTER (323) 222-8090 YOLO EL DORADO NAPA ALPINE SONOMA SOLANO SACRAMENTO MARIN AMADOR CONTRA [email protected] COSTA CALAVERAS SAN DCN MATEO SANTA ALAMEDA SAN TUOLOMNE CLARA JOAQUIN SANTA CRUZ STANISLAUS MARIPOSA www.dcs-cde.ca.gov SAN MONO BENITO MERCED MADERA MONTEREY DCC FRESNO TULARE KINGS INYO SAN KERN LUIS (North & West) OBISPO KERN (South & East) SANTA SAN BERNARDINO BARBARA LOS ANGELES VENTURA DCS RIVERSIDE ORANGE SAN DIEGO IMPERIAL Scott Gutentag, Ph.D., LEP, NCSP Diagnostic Center, Southern California 1  Diagnostic Centers Department of Education Special Schools Division  Locations  Northern, Central & Southern California  Cost  No cost to families or LEAs  Services  Center-based Transdisciplinary Assessment  Field-based Assessment  Training & Consultation Referral Process WWW.DCS-CDE.CA.GOV Scott Gutentag, Ph.D., LEP, NCSP Diagnostic Center, Southern California 2  Positive Environments, Network of Trainers http://www.pent.ca.gov California Positive Behavior Initiative that provides information and resources for educators striving to achieve high educational outcomes through the use of proactive positive strategies. The PENT network is dedicated to increasing academic achievement and overcoming behavioral barriers to success for all students. PENT Forum Dates See PENT Cadre web page for current dates PENT Forums by invitation only Questions? Contact PENT at [email protected]. PENT Website Behavior Resources www.pent.ca.gov Scott Gutentag, Ph.D., LEP, NCSP Diagnostic Center, Southern California 3  CAPTAIN: California Autism Professional Training and Information Network http://www.captain.ca.gov Statewide Summit – See CAPTAIN web page for current dates Summit Participants (by invitation/nomination only) – SELPA ASD Specialists – Regional Center ASD Reps – Family Empowerment / Resource Centers Reps Website, Trainings, Coaching/Technical Assistance Questions? Contact Ann England at: [email protected] WHO AM I ▪ Licensed educational psychologist ▪ Nationally certified school psychologist ▪ B.A.: U.C. Irvine (Zot!) ▪ PH.D.: The Ohio State University (Go Bucks!) ▪ Postdoctoral Training: U. of North Carolina Chapel Hill ▪ California Native ▪ Love trying new foods ▪ Love animals ▪ Love photography Scott Gutentag, Ph.D., LEP, NCSP Diagnostic Center, Southern California 4  Frequency Data Recording Sheet Duration Data Recording Sheet LIST OF HANDOUTS FOR Prompting Data Sheet THIS TRAINING Reinforcement Inventory Relating Development to Common Behavior Strategies 12-18 Month Cognitive Style 18-24 Month Cognitive Style CONTINUED LIST OF HANDOUTS FOR THIS 2-4 Year Old Cognitive Style TRAINING 4-7 Year Old Cognitive Style Activity Matrix Scott Gutentag, Ph.D., LEP, NCSP Diagnostic Center, Southern California 5  Manipulating CONTINUED LIST Antecedents OF HANDOUTS FOR THIS TRAINING Using Replacement Behaviors Today’s Objectives 1. Explain the role of development when designing supports for students. 2. Describe and select strategies that match the student’s developmental level, which may be used to prevent and intervene with challenging behavior. Scott Gutentag, Ph.D., LEP, NCSP Diagnostic Center, Southern California 6  FAQ & FMS  “Other students won’t think it’s fair.”  “Then he’s getting out of his responsibility.”  “It should come from within him/her.”  “Then she’s controlling the situation.”  “It’s bribery.”  “I don’t have time.”  “He hurts others when he has to do work” Complex Child Profile Scott Gutentag, Ph.D., LEP, NCSP Diagnostic Center, Southern California 7  Summary Statement of Assessment of Antecedents and Consequences (From: Joseph C. Witt, Edward J. Daly III, George H. Noell (2000). Functional Assessments: A Step-by-Step Guide to Solving Academic and Behavior Problems. Sopris West: Colorado) Was an antecedent identified? Yes No A-B-C B-C Was a consequence identified? A complete antecedent-behavior- Only a behavior and a consequence sequence was consequence were identified. This Yes identified. This means the means a consequence was behavior follows an antecedent identified that maintains the and is maintained by a behavior across many antecedent consequence. conditions. A-B No Clear Result Only a behavior and an antecedent No antecedents or consequences were identified. This means an were identified. No antecedent was identified that precedes the behavior, but it is unclear what consequence maintains the behavior. Observation of Minutiae Scott Gutentag, Ph.D., LEP, NCSP Diagnostic Center, Southern California 8  Effective Observations Reveal Behavior Functions Problem Behavior Escape/ Obtain/Get Get something Something Avoid Something Reject something Stimulation/ Tangible/ Social Sensory Activity Adult Peer INFLUENCING HYPOTHESIS STATEMENTS (Environmental Factors) Scott Gutentag, Ph.D., LEP, NCSP Diagnostic Center, Southern California 9  Conditions that Contribute, Predict or “Trigger” Challenging Behavior: Include in BIP  Physical setting  Instructional strategies, curriculum, activities  Scheduling factors  Degree of independence  Social interaction  Degree of choice From: Diana Browning Wright & Harvey B. Gurman (2001). Positive Intervention for Serious Behavior Problems: Best Practices in Implementing the Positive Behavioral Intervention Regulations. CDE: CA INFLUENCING HYPOTHESIS STATEMENTS (Role of Child Development) Scott Gutentag, Ph.D., LEP, NCSP Diagnostic Center, Southern California 10  The Development of Sharing Learning Skills Associated with Early-Late Sensory Motor Stages (under 24 months) Visual searching, Finding an object hidden under Representational use of reaching, grasping, a cloth, beginning to anticipate familiar items, delayed mouthing, waving, a reaction, beginning tool use, a imitation banging, showing, “do-er,” a “put-er-in-er,” objects just vanishing combining objects/ actions Laura Anderson & Mary Owens, Diagnostic Center Southern California The Teacher Academy Project Scott Gutentag, Ph.D., LEP, NCSP Diagnostic Center, Southern California 11  Presymbolic and Symbolic Forms of Communication Presymbolic Symbolic  Vocal  Verbal  Gestural  Sign language  Body movements  Photographs, pictures  Eye gaze  Representational  Challenging behavior objects  Graphic systems Learning Profile Associated with 2-4ish Year Old Development ▪ Can represent things; can use symbols ▪ Photos, pictures, words, text can represent things, activities, people, locations ▪ Is a labeler; likely uses pictures, words or short phrases ▪ Is a matcher and learning to classify ▪ Some size discrimination and limited quantities; not have one-to-one correspondence Laura Anderson & Mary Owens, Diagnostic Center Southern California The Teacher Academy Project Scott Gutentag, Ph.D., LEP, NCSP Diagnostic Center, Southern California 12  Pre-logical Reasoners (strategies appropriate for specific developmental levels in handout) Benefit from NOT likely to be successful  Teach “the rule is”  Card pulling  Frequent reinforcement  Points for long-term future  First/then reinforcer  Teach routines  Complex self evaluation/  Modeling monitoring  Script training  Behavior contracts  Reduced instructional  Group reinforcers language  Following very detailed  Step-by-step instruction schedule PREVENTION STRATEGIES Scott Gutentag, Ph.D., LEP, NCSP Diagnostic Center, Southern California 13  What it Does  Eliminates or reduces challenging behavior  Changes antecedents or settings events  Helps to decrease aversiveness of situation  Helps increase student’s engagement and participation  Affords the opportunity to gradually increase demands in student’s life Provide Work at Child’s Developmental Level (Example) Don’t Emphasize for Emphasize for Year Old Functioning Year Old Functioning  Unfamiliar content  Familiar content for for new learning new learning  Lots of manual  Matching writing  Sorting using 1-2  Touch math variables  Reading sentences  Strengthening and  Long table tasks expanding counting  Movement Scott Gutentag, Ph.D., LEP, NCSP Diagnostic Center, Southern California 14  Strategies to Increase Child’s Engagement and Reduce Problem Behavior  Success level activities interspersed with new learning  Movement breaks  Errorless learning  Remaking environments positive  Meaningful schedules  Concretizing the concept of time  Work systems Results of Preference Assessment Scott Gutentag, Ph.D., LEP, NCSP Diagnostic Center, Southern California 15  Manipulating Work Schedule Sample Student Reactions to Everyday Occurrences What’s Happening What Student is Doing 1) Hard work (real/perceived) 1) Throwing, tearing, running into street 2) A lot of students 2) Head on table 3) Required to follow classroom rules 3) Curses, rips 4) Long activity (real/perceived) 4) Looks away, throws, scratches, screams, runs Scott Gutentag, Ph.D., LEP, NCSP Diagnostic Center, Southern California 16  Turning a Negative Experience into a Positive One Negative Experiences Positive Experiences 1) Hard work 1) All day fun → nonpreferred (real/perceived) sandwiching → preferred sandwiching 2) A lot of students 2) Spends all → much→ some of the day in another location 3) Required to follow 3) Break down classroom rules rules/simplify/focus on 1-2 main ones 4) Long activity (real/perceived) 4) Participate in none → some w/ active role → some/most Thinking Smart about Schedules Scott Gutentag, Ph.D., LEP, NCSP Diagnostic Center, Southern California 17  How Many Steps Were Involved in Your Schedule Today in Order to Attend this Training?  1?  5?  30?  100?  1000?  More? Discuss in groups how you got here today using a “schedule” (may be internal) and write down some of the steps... One-Two Step Bin Schedule DONE TO DO DONE Scott Gutentag, Ph.D., LEP, NCSP Diagnostic Center, Southern California 18  Object Schedule Handbag=Part of Object Schedule Scott Gutentag, Ph.D., LEP, NCSP Diagnostic Center, Southern California 19  Clear, Unambiguous Photographs FIRST THEN STACK BLOCKS TRAMPOLINE Little More Ambiguous Scott Gutentag, Ph.D., LEP, NCSP Diagnostic Center, Southern California 20  Visual Photo/Literacy Schedule Multi-Visual Schedule Scott Gutentag, Ph.D., LEP, NCSP Diagnostic Center, Southern California 21  Sample Informal Check-Off Schedule for High School Student with Autism  Read  Questions  Read  Draw  Questions  Talk  Read  Questions Part-Day Schedule for Student Who Doesn’t Do Much Student’s Awesome Schedule Sit in chair and watch teacher Completed Not Completed Play with sensory toy Completed Not Completed Read picture book Attempted Not Attempted Run errand to another classroom Completed Not Completed Read 1 sentence on p. 10 Attempted Not Attempted 45 Scott Gutentag, Ph.D., LEP, NCSP Diagnostic Center, Southern California 22  ACTIVITY (Groups of 2 or More) BUILD A SCHEDULE FOR WHO 1. Can walk on his/her own 2. Has no motor, vision, or hearing deficits 3. 10-years old chronologically 4. 2-years old developmentally 5. Presents with the following problems Throws pencils Hangs onto teacher for attention Likes pictures and puzzles Spits and runs away when shown words Teacher redirects him constantly to stay in his seat Making “Time” and Activities Concrete and Experiential Scott Gutentag, Ph.D., LEP, NCSP Diagnostic Center, Southern California 23  Closure and Pacing Strategies  Closure is a reinforcer for some students  Visual closure and pacing strategies let the student see progress towards “finished” Puzzle Closure System Scott Gutentag, Ph.D., LEP, NCSP Diagnostic Center, Southern California 24  Box Closure System X X X X BREAK A Child’s Closure System Scott Gutentag, Ph.D., LEP, NCSP Diagnostic Center, Southern California 25  A Child’s Closure System Academic Application of Closure System 1) 20 + 5= 2) 17-9= 3) 20(9-10)/5= 4) 35 5) 5+6= 6) 20/3= 7) 9+6/3-2= 8) 22-20= 9) 54x4= 10) 29-35= 11) 87-3= 12) 14+6= 13) 98-2/3= 14) 345-9= 15) 3-9= 16) 345/2= 17) 3-5= 18) 45+99= 19) 43+9= 20) 54/3= 21) 54/5-6= 22) 5+3-1= 23) 56(9)-2= 24) 3-4= Scott Gutentag, Ph.D., LEP, NCSP Diagnostic Center, Southern California 26  Finish Bin Model, prompt student to put items in bin when finished or as alternative way to communicate “I don’t want to,” “I’m done.” Color bins containing each task, reinforcer vehicles are nearby for when each bin is completed. Scott Gutentag, Ph.D., LEP, NCSP Diagnostic Center, Southern California 27  Work System Schedule Tasks, Academics, Activities Correspond to Different Color Folder/Spiral Book Scott Gutentag, Ph.D., LEP, NCSP Diagnostic Center, Southern California 28  TEACHING STRATEGIES Teach to Prevent Challenging Behaviors  Teach new adaptive skills to increase competence  Teach functionally equivalent replacement behaviors  Reinforce and expand current skills Scott Gutentag, Ph.D., LEP, NCSP Diagnostic Center, Southern California 29  Behavior and Function Situation Behavior Function Replacement Teaching Behavior Strategies Work task - Grabbing Escape - Say “no” - High-low prompt - Hitting - Walk away - Reinforce - Scratching - Put task in finish bin - Show “break” card Circle time - Running Escape - Show “break” - High-low prompt away card - Shift to - Spitting - Go to another meaningful center activity - Shake head “no” Teacher - Running up Attention - Follow - Prompt to working with to teacher scheduled-in schedule another student - Tearing teacher time - Prompt to work off - Raise hand replacement walls - Ask politely behavior - Approach - Nat’l teacher reinforcement calmly Case Study 1. Issues: ▪ 14 year old male student ▪ Developmentally 2 years old ▪ Throws pencils and tears worksheets ▪ Following redirection to work, spits at teacher and may run out of room 2. Question ▪ What are 2 approaches/strategies likely to be successful in increasing engagement and reducing challenging behavior? Scott Gutentag, Ph.D., LEP, NCSP Diagnostic Center, Southern California 30  Possible Strategies to Use with Case Study  Eliminate worksheets  Stamp name  Use tiles with letters to spell words or tiles with words to make sentences (hands-on)  Intersperse one easy worksheet in between many preferred hands-on activities to establish momentum  Focus on matching words, concepts, pictures (relate to same goal of writing but with more experiential approaches)  If overwhelmed by perceived time it will take or perceived difficulty, use closure system and/or post it notes with perception manipulation (presented below) Video Modeling Rationale Benefits  Record a target behavior or  Allows student to see, hear, skill (e.g., play routine, and experience the targeted functional activity, etc.) skill  From point of view of person  Tends to be highly motivating completing the task or from a  No special training for adult vantage point where the student can clearly see the needed activity being completed.  Increasing evidence  Video is viewed by student supporting video modeling as typically multiple times prior an effective strategy for to attempting the skill on teaching functional, social, his/her own. and communication skills Scott Gutentag, Ph.D., LEP, NCSP Diagnostic Center, Southern California 31  MATCHING BEHAVIOR STRATEGIES TO BEHAVIOR FUNCTION AND DEVELOPMENTAL LEVEL Relating Development to Common Behavior Strategies Relating Development to Common Behavior Strategies 12-18 18-24 2-4 4-7 7-11 11+ mo mo years years years years Teach “The rule is…” Yes Yes Yes Yes Card Pulling Yes Yes Points for specific behaviors earned for future Yes Yes Yes reinforcer “Caught being good tickets” (non- specified Yes Yes Yes behaviors) (at end of stage) First/then Structuring (Premack) Yes Yes Yes Yes Yes Yes Script training (i.e., what to say in a specific situation Yes Yes Yes Yes Immediate reinforcers Yes Yes Yes Yes Yes Yes a. social b. food Teach routines Yes Yes Yes Yes Yes Yes Attempt to elicit intrinsic reinforcement, self Yes evaluation Points and levels of access Yes Yes Behavior Contracts Yes Yes Peer modeling Yes Yes Yes Yes Earn points as table/ any other “group oriented” Yes Yes reinforcers Scott Gutentag, Ph.D., LEP, NCSP Diagnostic Center, Southern California 32  Bribery Vs Reinforcement Reinforcement vs. Enforcement Reinforcement Bribery  Serves to maintain or  Intention is to corrupt increase the behavior’s conduct, pervert occurrence or strength. judgment, promote  Helps improve student’s dishonest or immoral self-concept. behavior.  Primarily benefits the  Primarily benefits the student. person giving the bribe.  Teaching tool. Los Angeles County Office of Education (2000). Classroom Management: A California Resource Guide. California: Los Angles County Office of Education Scott Gutentag, Ph.D., LEP, NCSP Diagnostic Center, Southern California 33  Reinforcement vs. Punishment Reinforcement Punishment Positive Something added Something added Behavior increases Behavior decreases Negative Something removed Something removed Behavior increases Behavior decreases Schedules of Reinforcement  Continuous vs. intermittent  Intermittent Fixed = the number of responses or time before student receives reinforcement remains the same. Variable = the number representing the average number of responses time before student receives reinforcement. Cooper, J. O, Heron, T. E., Heward, W. L. (2007). Applied Behavior Analysis: Second Edition. Columbus, OH: Pearson. Scott Gutentag, Ph.D., LEP, NCSP Diagnostic Center, Southern California 34  Application of Negative Reinforcement Four tasks are presented. Student chose to not work on Contingent on following a rule, Science Questions, so that post-it student is asked to remove the note was removed. He now has task he does not want to work fewer tasks to work on. on now. 70 Negative Reinforcement within Closure System without Reading Scott Gutentag, Ph.D., LEP, NCSP Diagnostic Center, Southern California 35  Shaping a New Behavior  Break down behavior into its component parts  Behavior slowly evolves over time, rather than being forcefully carried out with invasive prompting which could cause aversion  Step-by-step teaching  Reinforce “successive approximations” or behaviors that come closer and closer to the actual desired behavior  Use for many new routine tasks that have multiple steps and occur at least one time per day Shaping Headphone Wearing (Example) Headphones on head for 15 seconds Headphones on Headphones on head for 5 head for 5 seconds seconds Headphones on Headphones on Headphones on head for 1 head for 1 head for 1 second second second Touch Touch Touch Touch headphones headphones headphones headphones Scott Gutentag, Ph.D., LEP, NCSP Diagnostic Center, Southern California 36  Shaping in Action Resources  For Behavior and Disability Support:  Positive Environments, Network of Trainers (PENT) www.pent.ca.gov  Institute on Violence and Destructive Behavior: Community Based Prevention and Intervention http://pages.uoregon.edu/ivdb/index.html  Learning Disabilities Association of America: www.ldanatl.org  American Association on Intellectual and Developmental Disabilities (AAIDD): www.aaidd.org  The National Professional Development Center on Autism Spectrum Disorders: autismpdc.fpg.unc.edu Scott Gutentag, Ph.D., LEP, NCSP Diagnostic Center, Southern California 37  Resources  For Data Collection and Graphing:  National Center on Student Progress Monitoring: http://www.studentprogress.org  Intervention Central: http://www.interventioncentral.com  Chart Dog: http://www.jimwrightonline.com/php/ chartdog_2_0/chartdog.php  ClassDojo http://www.classdojo.com Training Evaluation Form To receive a certificate and sign up for a live Q&A: Scan the QR code with your phone camera to access the Training Evaluation Form or go to the following link: https://fs10.formsite.com/dcsc/e vals/index.html Scott Gutentag, Ph.D., LEP, NCSP Diagnostic Center, Southern California 38  Thank You! Questions ? Comments? Want More? Let Me Know! ME: Scott E: [email protected] O: 323-222-8090 Scott Gutentag, Ph.D., LEP, NCSP Diagnostic Center, Southern California 39