Teacher Support Plan – So, how do you survive the beginning of the year? Scheduled classes? Process Design (Does it really end??) At this point in the process, we are ready to move on to the second part of the behavior support plan – the teaching part. If you haven’t seen the letter in the action plan format, check here. There’s a freebie, so go ahead and check it out and I’ll wait.
OK, ready to move on? This part of the support plan is divided into two parts: teaching replacement skills and teaching auxiliary skills (or skills that are needed by the student but do not affect practical work). Before we get into specific skills in each area, let me clear up some frequently asked questions about them.
Teacher Support Plan
Adaptive skills are adaptive skills that are protected by the same consequences as hard skills. The point is that the right skills can be used to achieve the same need in the right way, with the same task serving as strength practice. An example would be teaching a student whose FBA determines their behavior to get feedback or the attention of peers to tell a joke to get the same feedback.
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In my opinion, and based on a lot of research, behavior support programs must have adaptive skills in them to create long-term changes in behavior that are common across settings. Adaptive skills are important because they help a person meet needs in an appropriate way. Can we reduce behavior without replacing behavior? In fact, most of the time we can. However, the behavior is likely to return if we have met the following job requirements. For example, if a student touches the skin of his hand when faced with a difficult situation, FBA can determine the role of that behavior as negative reinforcement by automatically reducing stress. We can punish that behavior by removing the mark from the scoreboard or other feedback to stop the behavior and reduce the behavior. However, the behavior may decrease, another behavior may develop that provides automatic support to prevent stress if we do not eliminate the need for support. So, we need to think of a relaxation plan or a way to automatically get support to make it better for the person.
Real estate has one mantra: location. location location Behavioral support has one mantra: work. work work The most important thing when choosing a replacement skill is that it performs the same task as challenging behavior based on the results of FBA. This is one reason why the more detail your concept statement contains, the easier it is to pick effective conversion skills. We have research that shows that teaching communication skills that do not involve challenging behavior does not reduce that behavior. For example, teaching students to say someone’s name to get their attention when hitting an adult serves as an escape from the situation does not reduce the hitting because it does not do the same thing (Carr & Durand, 1985).
4. What other characteristics should we consider when selecting representative qualities, other than performing a single role?
Research shows that another important factor in choosing a replacement practice is efficiency. Interpersonal behavior should be more effective than challenging behavior and receiving a supporter. There are generally 3 elements that give high performance. Representative functions must be accessible to the promoter (eg, monitoring, withdrawal, automated support) quickly, easily and reliably. By learning the behaviors we decide to teach and the differences in our responses to them (for example, delaying preparation for a difficult behavior and making any instance of direct behavior change in force) we can achieve the effectiveness of behavior modification. any time).
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Faster: He will get help, escape, attention, support to do faster than hard behavior. So if hitting the teacher immediately gets the student out of the task and asking for time out requires the student to do 2 more problems, this behavior is less fair if it doesn’t change it.
Simple: The replacement behavior should be easier for the individual to execute than the difficult behavior. If it’s easier for you to hit than find a communication device, look at it to find the right words, and press the button to say I want to talk to you, then clap. Whatever the change action is, it will be more educational, and easier to access, in the person’s diary. I will talk later about what this means for communication response choices.
And more reliable: Replacement behavior requires more frequent and more frequent reinforcement than reinforcing behavior. We can do this in two ways. To do this, we need to ensure that the representational behavior we choose is easily understood and elicits the required response in many situations. If I teach sign language to ask for attention and the student’s sign is bad and not easily understood by others, it will not be very reliable because it is not understood and reinforces it all around.
There will be times when we can’t figure out what would be a better replacement event. One of the main times for this is when there is an automated promotion that we cannot easily identify what the sponsor is. For example, if you are working with a student who removes his hair and FBA shows that he is working to get an automatic promotion, our change behavior needs to promote that same promotion. If support seems related to stress, we can teach some relaxation techniques to reduce stress. However, if it’s not that kind of behavior and it gets stronger from the feeling of pulling your hair out, then it’s more difficult to find a replacement. In that case, we can enhance his hand work and other qualities that can compete with hair. It does not replace it, it replaces it and wants to ensure that the environment is always ready to hold its hand.
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So, in the next few posts I’m going to talk about different types of adaptive behavior and how we teach them. Then I’ll look at helping behaviors and how we can teach them. So far, what is the most difficult task for replacement practice and practice support?
Carr, E. G., & Durand, V. M. (1985). Reducing behavior problems through effective communication training. Journal of Applied Behavior Research, 18(2), 111-126. doi:10.1901/jaba.1985.18-111
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