Back to START

More from START today! I have been looking forward to more learning all month and I was not let down today. Our theme for this unit is Positive Behavior Support and implementation and Functional Behavior Assessment. All of the information below is pretty much quoted word for word from the PowerPoint presentations so remember this is not my info, it's coming from the great people at START. Oh, and I know this is a TON of info, but this is only scratching the very surface of what we learned today. SO MUCH info we are just inundated with - I love it!

Components of PBS
PREVENT Challenging Behaviors (proactive and frontloading)
-creating supportive environments

TEACH new skills (educational)

TEAM (collaborative) Problem-solving approach
-uses a variety of perspectives
-increase implementation and accountability

DATA-BASED Decision Making
-use of functional behavioral assessment
-using data to guide decision-making

Use of Evidence-Based-Practices (EBPs)

Bear with me here, it gets more interesting and less technical and totally worth the read.

Old thinking Vs. New-Thinking
Old thinking:
views the PERSON as the problem
attempts to FIX the child
emphasizes REDUCING the behavior
relies on NEGATIVE consequences
has expectations of a QUICK fix
designed by an d"EXPERT"

New thinking:
views the ENVIRONMENT&SKILL DEFICIENCY as the problem
adjusts SYSTEMS/SETTINGS & improves skills
emphasizes INCREASING behavior
primarily relies on POSITIVE approaches
goals of SUSTAINED results
focus on TEAM approach

These are the new NON-NEGOTIABLES that our Special Ed Director plans to implement
as Universal supports for students with ASD:
- Visual strategies and supports
- Functional Communication System
- Peer-to peer support
- Accommodations/modifications
- Appropriate adult support (correct use of the Parapro aide)

The best thing I learned today, which I already knew, but want EVERYONE to know, is this:

Consequences do not necessarily mean punishment. And you cannot "punish the Autism out!"

From MBLSI:
The purpose of correcting student misbehavior is to prevent the escalation of problem behaviors while preventing or minimizing rewards for problem behavior.

Functional Behavior Assessment
-Problem-solving process
-Two Promary goals
- Identify variables associated with and influecing the behavior
-predict - ANTECEDENT
-maintain - CONSEQUENCE (reinforcement)
- Determine FUNCTION of the behavior
If we know this, then we can teach a socially appropriate behavior to use in place of it.
- Establishes a foundation for the development of a behavior intervention plan

Understanding behavior
Because ASD kids lack reciprocity, they are not purposefully trying to ruin your day or upset you. If they have reciprocity, likely chances are, they are not on the Spectrum.

All behavior has a function.
Some behaviors are to GET something (positive reinforcement)
Internal: relaxation, self-stimulation, justice/fairnes, sensory input, enjoyment
External: attention, choice, objects, praise, preferred activities
Some behaviors are to AVOID something (negative reinforcement)
Internal: failure, embarassment. boredom, anxiety
External: task, sensory input, peer/teacher, homework, chores

So do we blame the student and absolve ourselves from accountability?
Do their behavior functions mean they are:
manipulative
non-compliant
must be sensory
get attention
they are not motivated
can't have what they want
doesn't WANT to do it
or is that an adult BIAS of their behavior? Ponder that.