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Behavior Support

,
Interventions and
Specially Designed
Instruction
Ian Molay
Molalla Special Education TOSA

Overview of Agenda
Introduction to students with SEL needs
Review FBA/BIP Process
Functions of Behavior
Aces, Stress, Maslow, Carl Rogers
Intervention Strategies: Point systems, token systems,
level systems
The IA Role with behavior supports/plans
Tips and Tricks

Behavior Basics – Who are we
talking about?
SPED eligibility and Behavior (ASD, EBD, OHI any!)
Social-Emotional Learning (SEL)
Generally, need significant support with Social interactions and
social problem solving.
Have difficulty coping with situations, escalate due to triggers and
require support to find alternative pathways.
Often require additional supports and alternative placements
Have difficulty with self-monitoring, mindfullness, regulating
emotions.
Executive functioning skills are generally low.

Students with Significant
Behavior - Factors
ACES Study and the Stress Axis – Childhood trauma
 Abuse
 Neglect
 Family member in Prison
 Substance abuse
 Multiple home environments
 Domestic Violence

ACES Outcomes
 Increased score = increased likely of negative life
outcomes

Students with Significant
Behavior - Factors
Environmental Considerations
Physiological Needs– Maslow
 Food and Hunger, Sleep, Medication etc.

Carl Rogers – Unconditional Positive Regard
 Often sabotage relationships
 Reactive Attachment

Behavior – the Pattern
Interventions such
as increased adult
supports don’t
work
Student behaviors
seem to escalate
further,
academics
disappear

Student acts out,
disrupts class
frequently

BEHAVIOR!

What is a Functional Behavior
Assessment (FBA)
Based on ABA concepts
A process to determine why the behaviors occur?
 Adult Attention seeking
 Peer Attention seeking
 Task Avoidance
 Others?

Goal of FBA: To find the function of the undesired
behavior and create replacement options to drive
positive behaviors (BSP).

The ABC’s of Behavior

Antecedent

Behavior

Consequence

The FBA/BSP Process

Student
exhibits
undesired
behaviors

Team
collects
data on
specific
behaviors

Team
meets,
gets
consent for
FBA

FBA is
completed
and review
with the
team

BSP is
created
and
reviewed
as team

Tools used within an FBA
BASC or other Questionnaire
Observation
Data reports
Parental Reports
Referral data – discipline data
Medical reports
File Review

Behavior Support Plans
Should include the following:
 Instructional Component!
 Student Strengths
 Data on the frequency, duration, latency of the problem behavior.
 Environmental/physical factors.*
 Steps staff can take to avoid the behavior (proactive steps).
 Steps staff can take to deescalate the behavior once it occurs.
 Crisis Plan.
 Reinforcement system.
 Data collection procedures.

BSP – Who Does it?
General Education teachers
Special Education teachers
Instructional Assistants
Service Providers
Parents!

Evidence-Based: What works?
Systems that provide points – not taken away.
Systems that use supportive language and empathy.
Systems that are individualized according to need.
Systems with restorative justice or behavior restoration.
Systems that use data to drive decisions.
Systems that include frequent communication and collaboration.
Specially Designed Instruction (Social skills, SEL)
Many other indicators!

How far in the future can you
visualize?
2 Years Old – Now
3-5 Years Old – 15-20 Minutes
1st Grade – Several Hours
3rd Grade – 8-12 Hours
12-16 Years Old – 2 to 3 days
17-23 Years Old – 2 to 3 weeks
23 – 35 Years Old – 3-5 weeks

Reinforcement Systems
Point systems – students earn points based on specific
criteria and at predetermined intervals.
Token systems – students earn tokens based on specific
criteria and can use toward earning privileges and
increasing levels.
Level systems – based on trust, privileges (1-3).
Others: smiley card, sticker cards, ticket systems etc.

Reinforcement Systems

Instructional Assistants – Role
Implementation of Reinforcement plans
Provide Instruction! (social, emotional)
Data collection
Supporting students with inclusion
Driving the tone of support
Momentary decisions on next levels of need
Reporting changes and updates to Learning
Specialist/Case Manager

Tips and Suggestions
Avoid showing frustration when possible – but use “I”
language.
Use “I” statements in reference to rewards and
consequences.
Use student interests and strengths as much as possible.
Keep in mind what the student is bringing with him/her
emotionally.
Keep in mind the cognitive/executive functioning
abilities. (Wheelchair example)

Questions/Comments?
Ian Molay
Ian.Molay@molallariv.k12.or.us
503-759-7474