M O D U L E G U I D E
D I R E C T I O N S
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BEFORE going through this module, download your guided notes and complete the self-assessment rating your prior knowledge on this topic from 1 to 5. As you're going through this module, jot down ideas, questions, future goals and reflections. To download, click on the picture or here.
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W A T C H P P T S
Each narrated PPT is less than 20 minutes. Make sure to download your Guided Notes.
To download resources mentioned in the PPTs, click here.
To download resources mentioned in the PPTs, click here.
Part 1: Determining the Function of Behavior
Part 2: Reinforcement and Prevention Strategies
Part 3: Teaching New Skills & Manipulating Consequences
V I E W C L I P S
Determining the Function of Behavior
Before developing a behavior intervention plan (BIP), we must first determine the function of a behavior. Choose at least 2 videos
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Overview of the Functions of Behavior
Includes descriptions of the three-term contingency: Antecedent, Consequence, Behavior (ABC). |
ABC Activity
While designed for children, this ABC activity is a useful tool for simplifying the process of determiniming a replacement behavior. |
Behavior is Communication
In this clip, educators address possible functions and setting events connected with problem behaviors. |
Reinforcement Strategies
Next, let's decide how we're going to reinforce the appropriate behaviors we want to promote. Choose at least 4 clips.
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Overview of Reinforcement
This video defines reinforcers, describes how to use them, and provides tips for finding new reinforcers. |
Differential Reinforcement
Teachers use differential reinforcement to reward behavior they desire from a student while ignoring problem behavior. |
Positive Reinforcement
Here's a commical look at how to use positive reinforcement. At the end of the video is an example of a non-ethical punisher. |
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Token Chart
Watch this teacher use a token chart to promote learning behaviors. |
Parent Advice for Using Reinforcers
Suggestions on how to use a vareity of reinforcers inclusing behavior specific praise. |
Making Visuals and Tokens
See how this teacher makes visuals with minimual resources and costs. |
Antecedent [Prevention] Strategies
The largest part of a behavior plan includes a variety of prevention strategies, such as visual schedules, visual timers, and communication systems. Choose at least 3 videos.
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Video Modeling: Visual Schedules
Here is an example of using a student to create a video model for teaching others how to use their visual schedule. More Object Schedules
Hard to figure out how object schedules fit within your classroom context? Here's another example. |
Using an App for Visual Schedules
First/then and matching schedules help students better transition throughout the day. Timers
Find out why this mom refers to the timer as her best friend. |
Object Schedules
Just because a student isn't able to understand that a picture represents an item, doesn't mean they can't use a schedule! Environment Arrangement Ideas
A teacher provides 10 resources she uses in her classroom that can prevent problem behavior. |
Teaching New Skills
By teaching our students new skills we are able to continue preventing problem behavior before it occurs. Choose at least 3 clips.
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Calming Skills
Check out how Ryan Judd uses music and bubbles to calm a child with autism. Pay particular attention to how the student begins engaging with the adult by the end of the clip. |
Picture Communication System (PECs)
When children are able to communicate, this reduces trantrumming behavior while increasing their ability to commicate wants and needs. |
Social Skills
Problem behavior is can be the result of a lack of social skills. It's critical that we give students the tools they need to engage successfully in social situations. |
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Learning to Wait
Waiting is a critical skills but it can be especially difficult for all children. Teaching students how to wait can prevent problem behavior and make sure they are ready for instruction. |
Video Modeling - Asking for Help
This is an excellent example of using video modeling to teach a self-calming strategy: take three slow breaths, open your hands, keep hands safe on the table, and say "I am calm and I need help." |
Using a Break Area
Watch a student learn how to request using a break area rather than engage in problem behavior. |
R E A D A R T I C L E S A N D E X P L O R E R E S O U R C E S
Choose at least 4 articles or resources
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A C A D E M I C R E S O U R C E S
If you have access to academic journals through your previous university program or school district, here are some additional suggested readings:
- Environmental solutions:
Guardino, C., & Fullerton, E. (2010). Changing behaviors by changing the classroom environment. TEACHING Exceptional Children, 42, 6, 8-13. - Help writing FBAs and BIPS:
Hirsch, S., Bruhn, A., Lloyd, J., & Katsiyannis, A. (2017). FBAs and BIPS: Avoiding and addressing four common challenges related to fidelity. TEACHING Exceptional Children, 49, 6, 369-379. - Tips for beginning special education teachers around FBAs:
Lewis, T., Hatton, H., Jorgenson, C., & Maynard, D. (2017). What beginning special educators need to know about conducting functional behavior assessments. TEACHING Exceptional Children, 49, 4, 231-238. - Self-management strategies for students with ASD:
Schulze, M. (2016). Self-management strategies to support students with ASD. TEACHING Exceptional Children, 48, 5, 225-231.
Questions / Comments
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For comments or questions, email
Dr. Carly Roberts at carober1@uw.edu. |