Intensive Training
Evidence-Based Supports for
Employment Success
Today’s Itinerary
• PBIS—Contextual Supports
• Universal Supports
• Visual Schedules / Supports
• Self Management Systems
Learning Principles
(Working Agreements)
• Wait for Team Time to Talk
– Write / share notes
• Cell Phones on Silent
• CONTRIBUTE
– Everyone has a contribution to make
• OTHERS?
PBIS Components Applied to Work
What is PBIS?
Gather and Share
Components
What is PBIS…… NOT
• NEW
– Founded in Behavioral Science
• Intervention Package / Cookbook
– Intervention Components
– Evidence-Based Behavioral Practices
– FRAMEWORK for Making Decisions
• Specific Strategy
School-wide PBIS Implementation Guide, MDE 2010
Primary Components of PBIS
• PREVENT Challenging Behaviors (proactive)
Applying Positive Behavioral Support and Functional Behavioral Assessment in Schools, OSEP Center on PBIS (2000);
Horner, R.H. (2000); Janney, R. & Snell, M.E. (2000); Sugai, et. al. (2000); Positive Behavior Support for ALL Michigan
Students (MDE, 2000)
Primary Components of PBIS
•
PREVENT Challenging Behaviors (proactive)
– Creating Supportive Environments
•
TEACH new skills (educational)
TELLING ISN’T TEACHING
TOLD ISN’T TAUGHT
Applying Positive Behavioral Support and Functional Behavioral Assessment in Schools, OSEP Center on PBIS (2000); Horner,
R.H. (2000); Janney, R. & Snell, M.E. (2000); Sugai, et. al. (2000); Positive Behavior Support for ALL Michigan Students (MDE,
2000)
Primary Skills to Teach
• Engagement
• Independence
• Social Interaction
• Communication
• Systems (e.g. Visual Schedules & Supports)
• Self-Management (e.g. take a break)
Primary Components of PBIS
•
PREVENT Challenging Behaviors (proactive)
– Creating Supportive Environments
•
TEACH new skills (educational)
•
TEAM (Collaborative) Problem-Solving Approach
– Use a variety of perspectives
– Increase implementation / accountability
(Horner Study)
Applying Positive Behavioral Support and Functional Behavioral Assessment in Schools, OSEP Center on PBIS (2000); Horner, R.H.
(2000); Janney, R. & Snell, M.E. (2000); Sugai, et. al. (2000); Positive Behavior Support for ALL Michigan Students (MDE, 2000)
Primary Components of PBIS
•
PREVENT Challenging Behaviors (proactive)
– Creating Supportive Environments
•
TEACH new skills (educational)
•
TEAM (Collaborative) Problem-Solving Approach
– Use a variety of perspectives
– Increase implementation / accountability (Horner
Study)
•
DATA-BASED Decision Making
– Use of Functional Behavioral Assessment
– Using data to guide decision-making
Applying Positive Behavioral Support and Functional Behavioral Assessment in Schools, OSEP Center on PBIS (2000); Horner,
R.H. (2000); Janney, R. & Snell, M.E. (2000); Sugai, et. al. (2000); Positive Behavior Support for ALL Michigan Students (MDE, 2000)
Old vs. New Thinking
Old Thinking
New Thinking
Views the STUDENT as the problem
Views the SYSTEM/SETTING &
SKILL DEFICIENCY as the problem
Attempts to FIX the student
Adjusts Systems/Settings & Improves Skills
Emphasizes REDUCING Behavior
Emphasizes INCREASING Behavior
Relies on NEGATIVE consequences
PRIMARILY relies on POSITIVE approaches
Expectations of a QUICK fix
Goals of SUSTAINED results
Designed by an “EXPERT”
Focus on TEAM approach
Adapted from Positive Behavior Support
for ALL Michigan Students (MDE, 2000)
Principles of Behavioral Science
• Behavior serves a FUNCTION! !
• Behavior is influenced by:
– internal events such as physiological condition (e.g.,
earache)
– emotional state (e.g., anxious, scared)
– factors outside the immediate context, including
relationships, activity patterns, and lifestyle issues.
• Behavior is related to and governed by its CONTEXT:
– ENVIRONMENT
O’Neill, et. al., 2014)
The ABC Paradigm
ANTECEDENT
BEHAVIOR
CONSEQUENCE
BEFORE
DURING
AFTER
Understanding BEHAVIOR using the ABC Paradigm
REINFORCEMENT
PUNISHMENT
CONDITIONS
BEFORE
Antecedent
Behavior
Consequence
Types of Sr and Punishment
Reinforcement
Positive =
Give
Negative
= Remove
POSITIVE Sr
NEGATIVE Sr
(ESCAPE)
Punishment
POSITIVE Punishment
NEGATIVE
Punishment
Reinforcement (Sr)
PURPOSE / INTENT of Reinforcement?
INCREASE FUTURE LIKELIHOOD OF BEHAVIOR
FEEDBACK re: correctness of a response (Skill Deficit)
MOTIVATION to engage in a behavior/response not
naturally motivating (Performance Deficit)
USE THE RIGHT
REINFORCEMENT STRATEGY
CAUTION: Contingent Reinforcement
Name __________________________________________
Mario
• Do not use highly preferred items /
interests
• Earn by amount of time or items rather
than earn it or not
Bowser
Effects of PUNISHMENT
WARNING: Content may be inappropriate for
young children or those easily offended….
Lots of things
work “in the
moment,” but
at what cost?
Multi-Tiered Systems of Support (MTSS)
Application to Work
Intensive Supports
Targeted Universal
Supports
Universal Supports
Core Job Tasks & Curriculum,
Teaching and Management System
Functional Behavioral Assessment
ANTECEDENT
BEHAVIOR
CONSEQUENCE
BEFORE
PREVENT
DURING
TEACH
challenging behavior
from occurring in the
first place….
new skills
AFTER
RESPOND in
ways that:
Do not reinforce
challenging behavior;
Prevent further
escalation
Functions of Behavior
GET Something
(Positive Reinforcement)
AVOID Something
(Negative Reinforcement)
INTERNAL
EXTERNAL
INTERNAL
EXTERNAL
Relaxation
SelfStimulation
Justice/Fairness
Sensory Input
Enjoyment
Attention
Choice
Objects/$
Praise
Preferred
Activities
Failure
Embarrassment
Boredom
Anxiety
Task
Sensory Input
Peers/Teacher
Homework
Chores
Adapted in part from Addressing Student Problem Behavior—Part III: Creating Positive Behavioral Intervention Plans and Supports
(Center for Effective Collaboration and Practice, 2000)
Determining Function
Ask:
If non-contingent
access / avoidance,
will the behavior stop?
Avoid Assumptions / Attributions
•
•
•
•
•
•
•
•
•
•
•
•
•
Fundamental
Attribution Error
Manipulative
Defiant / Non-compliant
Stubborn
Lazy
Argumentative
Has Sensory Issues
Disrespectful
Attention-Getting
Own Worst Enemy
Not Motivated?
Uncooperative
Selfish
“He can do it if he WANTS to”
You See
You Assume
More Likely
Disorganization
Doesn’t ask for help
Wanders
Laziness
Non-compliance
Lack of motivation
Lack of understanding
Theory of mind deficit
Filling down time
Resistance to change
Engages in repetitive activities
Perfectionism
Stubbornness
Non-compliance
OCD
Keep world predictable
Reduce anxiety
Follow expectations
Literal interpretation
Constant repetitive questions
Attempt to annoy
Sarcastic
Not understanding
Needs verification
FBA Activity
• Does the student present with behavior that interferes
with:
–
–
–
–
Socialization / Communication
Independence skills
Engagement
Opportunities in Integrated Environments
• If so, what information do we have about the behavior?:
– Variables associated with the problem (antecedents,
consequences)
– What are potential functions?
– Data we need to answer these questions?
• Based on data, what strategies might we employ?
Multi-Tiered Systems of Support (MTSS)
Application to Work
Intensive Supports
Targeted Universal
Supports
Universal Supports
Core Job Tasks & Curriculum,
Teaching and Management System
What are
Universal Supports for Students with ASD?
• Founded in the EBPs;
• Serve to prevent a majority of
challenging behaviors;
• Considered critical for the vast
majority of students with ASD;
• Have been identified as highly
effective practices in teaching
and learning for students with
ASD;
• Non-Negotiable!
We all need Visual Supports
Why Visual Supports?
• Utilizes Strengths: Visual Processing
• Helps Establish and Maintain Attention
– Students with ASD often attend to irrelevant details
– Students with ASD don’t recognize what is important to attend to
• Clarifies verbal information / expectations
– Students with ASD can easily become adult dependent / visual
supports allow them to be independent
– Students with ASD often make incorrect associations
– THEORY OF MIND
• Increases motivation
– Students with ASD are often not naturally motivated by social
approval
Visual Supports Plan
First Create a Schedule Matrix
Schedule Matrix Example
The Primary Schedule
Non-Negotiable
WHY?
ASD Characteristics
•
•
•
Need for Structure / Routine
Teach a SYSTEM
THEORY OF MIND
“He doesn’t need it!” / “He
knows the schedule”
Arrival
Work
Work
Choice
Work
Lunch
Work
Choice
Work
Clock Out
Implementation Variables
• Method of Manipulating the Schedule
– Carry object to be used in the next task
– Carry object / visual to the area of the next task (check in / out)
– Turn over / around; Move from one place to another on the
schedule
– Mark off / Check off
• Location
– Stationary
– Portable
TEACH the System
• Instruction vs. Prompting:
– First time given = instruction;
– Every support after to elicit the response = prompt
• Prompt = “help” to teach the correct response
• Goal of prompt is to elicit correct response
– Repeating instructions = verbal prompts
– Multiple prompts encourages inattention / guessing
• Use least intrusive prompt necessary to get the
correct response
Types of Prompts
•
Physical Prompts: Most intrusive / restrictive type of prompt.
– Full physical guidance to a partial physical prompt such as a light touch to
encourage a response.
•
Verbal Prompts: Additional verbal instruction to perform the required action.
•
Visual Prompts:
– Object Prompts: The object acts as a stimulus for the response.
– Gestural Prompts: A point or other gesture to prompt the expected
response.
– Pictorial: A picture or other two dimensional representation (words,
symbols, etc.) acts as a stimulus for the response.
– Positional Prompts: Positioning the correct response in a way that the
student is more likely choose it (often used in direct instruction situations).
– Model Prompts: Demonstration of the behavior to be performed (i.e.,
showing how to perform the behavior/action).
Prompting Procedures
• Levels of prompting (amount of assistance)
– Most-to-Least Prompting
• For NEW Skills / Minimizes Errors
• High risk of prompt dependency
– Least-to-Most Prompting
• Use for performance deficits and when learner begins to perform the skill
• TIME DELAY: Give time enough to produce the response but not enough to allow
error / produce behavior challenges
• Reinstate prompts if learner regresses; doesn’t respond; begins to respond
incorrectly, etc.
• Fade prompts as quickly as possible
– Avoid prompt dependency / Ensure independent responding
• Fading Prompts:
– Say softer
– Use less force
– Model PART and wait
Create Prompt Hierarchy
Visual
Model
Full Physical
Using Prompting and Reinforcement =
SHAPING
Baseline
Successive
Approximations
Target
Effectively Teaching
Learning Level
Prompt Level
Differential
Reinforcement Level
New Skill
Most Prompting
Strong to Fade
Mastered Skill
Least Prompting
Natural
Action Plan for Visual
Schedule & Teaching Plan
• What will the schedule
look like?
• How will the student
interact with it?
• Where will it be
located?
• TEACHING PLAN:
– Prompting
– Feedback
Visual Supports Plan
REVIEW SCHEDULE MATRIX
Not independent
Not engaged (productive)
Presenting with behavior
Add Schedules as Needed
• Mini Schedules / Schedules within Schedules
– Complete Boats
• 2 Pads
– Bend Out
– Bend In
– Pull Apart
• 1 Needle
• 2 3-cc Syringes
• 1 10-cc Syringes
• Task / Routine Checklists (Self-Management)
– Arrival / Dismissal Routines
– Materials Organization
• Social Narratives
Preparing Boats Checklist
Filling Stock Checklist
Step in the Process
Check When
Complete
Put all materials back in cabinet (if materials are out)
 Cut a.m. Patient Names
 Place in Box
 Put Box at End of Assembly Line on Table (far right)
 Split Pads to fill stock (BEND, BEND, PULL)
 Put in Bin
 Place Bin on the opposite end of the table from the Patient Names (far left)
 Split Needles
 Place in Bin
 Place Bin Next to Bin of Pads on table
 Fill 3 CC Syringes Bin
 Place Bin Next to Bin of Needles on table
 Fill 10 CC Syringes Bin
 Place Bin next to Bin of 3 CC Syringes on table
 Get Boats Out and Place next to bin of pads (far left)
 GO TO “MAKING BOATS” CHECKLIST
MAKING BOATS CHECKLIST:
Step in the Process
If not already out, put materials out in assembly line from left to right:
 Boats
 Pads
 Needles
 3 CC Syringes
 10 CC Syringes
 Names & Tape
Assemble the Boats:
 2 Pads
 1 Needle
 2—3 CC Syringes
 1—10 CC Syringe
 Tape name on boat
Place Boat in Large Bin
Check When
Complete
Move the Schedule Out
Expectations by Environment
Office
Bathroom
Level 1 Voice
Use Stall
Clock in First
Wash Hands
One
Question of
Secretary
Return to
Work
Floor
Break Room
Parking Lot
Level 3 Voice Only eat food
you brought
Keep
Working
Two vending
items per
Ask for help
day
only if stuck
Everyone
makes their
own break
time choice
Walk on the
outer
perimeter
Use the
closest door
to enter
Visual Schedules and Supports
Forces FOR – Forces AGAINST
Make Stronger – Make Weaker
Self Management
• Interventions that assist students
with ASD in:
– Independently self-regulating and
monitor their behaviors
– Learn hidden curriculum and follow
social expectations in a variety of
environments.
– Improving language/communication,
social, behavioral, and adaptive
skills.
• Self-management is both a tool to
teach other skills and an
important skill in itself
Self-Management Components
• Teaching students to:
– (a) monitor behavior
– (b) record performance, and
– (c) obtain feedback / reinforcement
• Implementation Steps:
–
–
–
–
Prepare the system
Teach student to use the system
Implement the system with adult support
Promote independence with the system
Implementing a
Self Management System
• Step 1: PREPARE THE SYSTEM
• Step 2: TEACH to use the SYSTEM
• Step 3: IMPLEMENT with Adult Support
• Step 4: Promote Independence with the System
Ask Yourself a Series of Questions
• What are other people doing that target student is not?
• What are other people not doing that target student should be?
• Which of these behaviors occur most often across the day?
• Which of these behavior, if addressed, would make the biggest
impact?
• Who are the participants in the environment who may need to be
included in the process?
• What are the student’s interest areas?
– This will assist in the development of the system to promote
engagement
Self Management by Presenting Problem
•
•
•
•
•
•
•
•
•
•
•
•
Independence in Routines
Self Awareness
Interruptions/Disruptions to Instruction
Anxiety Reduction
Time
Organization
Expectations
Behavior/Break
Engagement/Academics
Manage High Interest Area
Socialization
Job/Vocational Tasks
A Series of Routine
Independence Questions
• What routines are other students doing independently?
• What routines is the target student not doing
independently (i.e. requiring adult prompts) that the
other students are doing independently?
• Which of these tasks or routines, if addressed, would
have the biggest impact?
• Of these, what task or routines does the team want to
target? Limit: INITIALLY NO MORE THAN 1
• Who are the participants in the task or routine who may
need to be included in the process?
• What are the student’s interest areas?
Self-Management for
Routine Independence
• 9th grader with ASD
• Did not like having a
paraprofessional
walking with him
between classes; ran
away, hid, etc.
• Used the selfmanagement checklist
to increase
independence so
paraprofessional
wasn’t needed
Routines Rally
1. Find a partner you don’t know
(Single’s Bar);
2. Share a routine that occurs regularly
in your work that isn’t always followed
and a checklist that could help;
3. Return to your table;
4. When everyone has returned, share
your PARTNER’s routine and plan.
Self Management
Self Awareness
A Series of Self Awareness Questions
• What is the student doing that is causing a problem
(e.g. swearing)?
• Does the student have a recognition of what he/she is
doing, how often, etc.?
• What visual system can be developed to assist the
student in monitoring the behavior?
• Who are the participants in the task or routine who may
need to be included in the process?
• What are the student’s interest areas?
– This will assist in the development of the system to promote
engagement