How to Fill Out a Competing Behaviors Model Chart — Transcript

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1. 0:00hi everyone this is dr. Caldwell over
2. 0:03here in the corner because I know
3. 0:05there's going to be no text there during
4. 0:07our presentation but this morning I went
5. 0:10into or whenever you view this video I
6. 0:11guess actually I wanted to share with
7. 0:14you a little bit about the competing
8. 0:15behaviors model for our class that we
9. 0:18talked about on our discussions so we're
10. 0:21going to look at what this model is and
11. 0:22how it can help you with writing a
12. 0:24behavior intervention plan so let's get
13. 0:25started so kind of more or less the
14. 0:29competing behaviors model is a link
15. 0:31between our functional behavior
16. 0:33assessment data and writing a behavior
17. 0:36intervention plan for an individual
18. 0:38student so we're going to be looking at
19. 0:40various components surrounding the
20. 0:41behavior and kind of use that as a
21. 0:43visual support to work out a behavior
22. 0:46plan for the student as part of our
23. 0:48process so the first thing we look at if
24. 0:51you'll see that it popped up right here
25. 0:52in the middle is the students behavior
26. 0:55so that's the first thing we kind of
27. 0:57look at in this whole matrix here so
28. 1:00I've just made a hypothetical example
29. 1:01and there are challenging behavior let's
30. 1:04say for student a is that the student
31. 1:07repeatedly hits their forehead on a
32. 1:10table so we're really concerned about
33. 1:12this behavior and we want to make a
34. 1:15behavior plan to help support the
35. 1:16student with this the next thing we want
36. 1:19to look at is the antecedents to that
37. 1:20behavior so in this case perhaps the
38. 1:23antecedent which is what happens right
39. 1:25before the behavior occurs and this is
40. 1:27all based on our observation data and
41. 1:29things of this nature so we know this
42. 1:31happens on a regular basis so an
43. 1:34antecedent might be that a non-preferred
44. 1:35tasks such as a puzzle is placed on the
45. 1:38table in front of the student that's
46. 1:40happening right before our challenging
47. 1:43behaviors that's what we have this arrow
48. 1:44that links them here okay so after that
49. 1:47what we are hypothesizing from our FBA
50. 1:51data is that the function or purpose of
51. 1:54this behavior for the student is escape
52. 1:56or avoidance of this task because
53. 1:58clearly we cannot do this non-preferred
54. 2:00task the puzzle we can't do that with
55. 2:03the student when they're banging their
56. 2:04head on the table it's pretty much
57. 2:06impossible so that does perhaps serve
58. 2:09the function for that student of
59. 2:12communicating
60. 2:13are disrupting this process imprints say
61. 2:16perhaps communicating I don't want to do
62. 2:18this task and we can know that they
63. 2:20really don't want to because they're
64. 2:21engaging in this behavior so they are
65. 2:23either escaping or avoiding a task is
66. 2:24the result of this behavior for that
67. 2:26student so another thing we want to look
68. 2:30at is our setting events and sometimes
69. 2:33we may or may not know these because
70. 2:35these are kind of things that are going
71. 2:36on in the students life overall they may
72. 2:39happen before they come to school they
73. 2:41may just be happening kind of throughout
74. 2:42their life some possible examples of
75. 2:45things like they missed breakfast that
76. 2:46day they didn't sleep well the night
77. 2:48before these are kind of things that
78. 2:50just kind of set the stage if you will
79. 2:53for problem behaviors to become more
80. 2:55likely I think an example I always hear
81. 2:57is like maybe for us as educators if
82. 3:00we're on the way to work and we're
83. 3:01having a really rough commute there's a
84. 3:03lot of traffic coffee all over ourselves
85. 3:05in the car or probably coming to work
86. 3:08not happy and that may make us a little
87. 3:12more likely to be grumpy or in a bad
88. 3:14mood so those are kind of some things
89. 3:16that we can think of with setting events
90. 3:18and like I said we may or may not know
91. 3:20these because we don't necessarily know
92. 3:21what's going on with the student at home
93. 3:22unless we have communicated that to us
94. 3:25but if we know them we can kind of take
95. 3:27them into consideration and know that
96. 3:29the student may have be having maybe a
97. 3:30rough day on some days and we know that
98. 3:33like some behaviors might be more likely
99. 3:34because they're having a hard time all
100. 3:37right so our next step in our model is
101. 3:42so what we're doing now is we're looking
102. 3:45at our antecedents so we have three
103. 3:48options when the student is presented
104. 3:51with this antecedent a puzzle they can
105. 3:54engage in the challenging behavior which
106. 3:55is what's probably been happening now
107. 3:58but we look up here this other option
108. 3:59the desired behavior completing the
109. 4:02puzzle the desired behavior is what we
110. 4:05would really like the student to be
111. 4:06doing ideally it's probably not what's
112. 4:08happening right now and it may be not
113. 4:10what's gonna happen for a while but this
114. 4:12is kind of our overall goal we would
115. 4:14like the student to be doing this and I
116. 4:16have a little star by that because I
117. 4:18wanted to make a quick note I always
118. 4:22like to if I have a student that really
119. 4:23doesn't like a particular task I really
120. 4:25might want to try to figure out why they
121. 4:27don't like it instead of wanting them to
122. 4:29do it anyway if they really really hate
123. 4:32it I might try to figure out oh is there
124. 4:34another activity we could do to achieve
125. 4:36our same educational objective or is
126. 4:37there a way can make this much fun for
127. 4:39the student invite doing some activities
128. 4:40that are about things that interest them
129. 4:42so those are some that's kind of a
130. 4:44separate topic but I just like to make
131. 4:46that note that I don't want to just
132. 4:49force them to do the puzzle if they
133. 4:50really really hate it see if we can find
134. 4:52something else but for the purposes of
135. 4:54this model what we would like the
136. 4:55student to be doing is let's say
137. 4:56completing the puzzle so we have
138. 5:01maintaining consequences for them and in
139. 5:06this case so I'm gonna go back because
140. 5:08my little screen share thing popped up
141. 5:10all right so for the maintaining
142. 5:13consequences these are some reward
143. 5:14systems we might typically have set up
144. 5:16in a classroom we might be using praise
145. 5:18with students oh great job doing your
146. 5:20puzzle that's awesome
147. 5:22we might be giving them tokens or points
148. 5:24on their behavior chart or some other
149. 5:25reward so these are kind of the typical
150. 5:27sets this is our kind of ideal model
151. 5:29here we have the student we give them a
152. 5:31lovely task they complete the task and
153. 5:33they get a reward that's kind of what we
154. 5:35would like to be happening um but
155. 5:37clearly because we're making this model
156. 5:39it's not what's happening but it's good
157. 5:40to know that it's kind of our overall
158. 5:42goal up there all right so our last step
159. 5:46in the model is the replacement behavior
160. 5:48and this is really where our behavior
161. 5:50intervention plan comes in so we're
162. 5:53going to think of another way for the
163. 5:56student to achieve their same function
164. 5:58we're not up here yet at this getting a
165. 6:01reward stage the student is still here
166. 6:03so the student is trying to escape or
167. 6:06avoid this task and they're doing so by
168. 6:09engaging in some behavin that's really
169. 6:10dangerous for them we want to be able to
170. 6:11keep them safe so with our behavior
171. 6:14intervention plan we're going to give
172. 6:16them a replacement behavior in many
173. 6:17cases it will depend on your plan and
174. 6:20what your district behavior specialist
175. 6:21says but for the replacement behavior we
176. 6:24are going to give them another way to
177. 6:27communicate that hey I don't want to do
178. 6:29this another way to escape or avoid the
179. 6:32task essentially we're going to let them
180. 6:35give the teacher a break card is one
181. 6:37example that I've used with a student in
182. 6:39a similar situation
183. 6:40I'm not going to get into the specifics
184. 6:43of how we will teach that replacement
185. 6:44behavior I can put some links for that
186. 6:46for your reference but essentially what
187. 6:49we want to do with a replacement
188. 6:50behavior is give the student another way
189. 6:52to communicate to you that I don't want
190. 6:55to do this because right now they're
191. 6:57communicating the fact that they don't
192. 6:58want to do it by banging their head on
193. 6:59the table and that's dangerous so we
194. 7:02want to give them another way to tell
195. 7:04you that they don't want to do this task
196. 7:06so requesting a break with whatever
197. 7:08communication means that they have is a
198. 7:11great way to do that so that last step
199. 7:13is to give a replacement behavior which
200. 7:15is a behavior that's going to be more
201. 7:18appropriate for the student and also
202. 7:21achieve this same function so that's the
203. 7:24overall competing behaviors model so I'm
204. 7:26to share a little bit about it with you
205. 7:27as I know it's kind of a tricky to
206. 7:29understand all these components so thank
207. 7:31you so much for watching and I hope you
208. 7:32have a great day bye