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while not the same as years long winters, August does initiate all of the back to school vibes - don't forget to include task analyses on your beginning of the school year shopping list! #behaviorbits #bcbataraj #bbontt #taskanalysis #geekspeak #abafordays

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@bcbataraj
while not the same as years long winters, August does initiate all of the back to school vibes - don't forget to include task analyses on your beginning of the school year shopping list! #behaviorbits #bcbataraj #bbontt #taskanalysis #geekspeak #abafordays
♬ original sound - Behavior Bits

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Pardon my sinister GoT reference; I just read* the first book *well, I listened to it on audio book...
The Stark house words feel particularly apt to adopt right now, amid the hum of preparing educators and employees: the start of the school year is coming.

All cryptic prophecies (and White Walkers) aside, I sincerely hope that you all had a restful and fun filled summer break. Even if you are classified/administrative staff, such as myself, and your break included more days on campus or in the office than your certificated colleagues. It appeared to be a beautiful last few months across the California landscape.

If you are a parent or care provider of a student, [and you feel how I do about the start of the school year] then you may have created a paper chain as you count down the days until school starts in anticipation. Why the excitement? Summer camp schedules, late night BBQing, taking trips and seeing family and friends from afar are simultaneously exhilarating and exhausting. The sneak peak of the school year we get on the 1st of August gleans a somewhat more consistent schedule on the horizon for us and our families. Getting into a groove with new teachers, classmates, and routines is a welcome lull to soothe us through the increasingly darker and cooler days of fall.
I, for one, am eagerly awaiting the start of the school year.

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Pardon my sinister GoT reference; I just read* the first book *well, I listened to it on audio book... The Stark house words feel particularly apt to adopt right now, amid the hum of preparing educators and employees: the start of the school year is coming.

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Log in to follow creators, like videos, and view comments.

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end of the school [academic....fiscal...] year vibes. you did good, all things considered. it's been a wild ride lately and you are enough. proud of you. now let's knock it out of the park next month! #baseballtheme #basesbulldogs #bcbataraj #2021to2022 #warmfuzzies #thistooshallpass #randr #summer

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@bcbataraj
end of the school [academic....fiscal...] year vibes. you did good, all things considered. it's been a wild ride lately and you are enough. proud of you. now let's knock it out of the park next month! #baseballtheme #basesbulldogs #bcbataraj #2021to2022 #warmfuzzies #thistooshallpass #randr #summer
♬ original sound - Behavior Bits

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Congratulations!

You did it - and you did it well. The 2021-2022 school year was not for the faint of heart. At the outset it appeared to be like any other school year, but we quickly saw it was not. Learning loss was real. Extended time off schedule and out of the classroom left many skill deficits. Classroom management and building relationships with one another to better build campus communities were more important than ever. Now that you are here, I send you a heart felt thank you for all that you have done. I hope this month's Bits finds you in a rested body [and with a growth mindset] because next year, we are going to really knock it out of the park!

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You did it - and you did it well. The 2021-2022 school year was not for the faint of heart. At the outset it appeared to be like any other school year, but we quickly saw it was not. Learning loss was real. Extended time off schedule and out of the classroom left many skill deficits.

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bcbataraj

Behavior Bits
· 3d ago

are you creating confusion to your listners around whether your words are communicating an optional question or a non negotiable directive? #bcbataraj #bbontt #avoidingmeltdowns #truth #honesty #transparency

original sound - Behavior Bits

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are you creating confusion to your listners around whether your words are communicating an optional question or a non negotiable directive? #bcbataraj #bbontt #avoidingmeltdowns #truth #honesty #transparency

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@bcbataraj
are you creating confusion to your listners around whether your words are communicating an optional question or a non negotiable directive? #bcbataraj #bbontt #avoidingmeltdowns #truth #honesty #transparency
♬ original sound - Behavior Bits

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Functional Communication Training (FCT) is a strategy utilized to replace challenging behavior with authentic, assertive communication to get one's wants/needs met more appropriately.

The National Professional Development Center on Autism Spectrum Disorders recommends following these 13 steps when implementing FCT:

Step 1. Identifying the Interfering Behavior

Step 2. Completing a Functional Behavioral Assessment (FBA)

Step 3. Identifying a Replacement Behavior as a Substitute for the Interfering Behavior

Step 4. Designing and Implementing Data Collection Procedures

Step 5. Manipulating the Environment to Elicit the Interfering Behavior

Step 6. Planning Opportunities for Generalization

Step 7. Prompting Learners to Use Replacement Behavior

Step 8. Not Reinforcing the Interfering Behavior

Step 9. Providing Reinforcement

Step 10. Shaping the Response

Step 11. Fading the Use of Prompts

Step 12. Increasing the Time Between the Replacement Behavior and Reinforcement

Step 13. Monitoring Learner Progress

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Functional Communication Training (FCT) is a strategy utilized to replace challenging behavior with authentic, assertive communication to get one's wants/needs met more appropriately. The National Professional Development Center on Autism Spectrum Disorders recommends following these 13 steps when implementing FCT: Step 1. Identifying the Interfering Behavior Step 2.

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this month, we look forward to next year 😂🤣 keep up the phenomenal work you're doing educators, and when you're ready the Butte County SELPA professional development training calendar will be there to inspire and motivate you for next year! #closingtime #readytorumble #selpa #bbontt #bcbataraj

original sound - Behavior Bits

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this month, we look forward to next year 😂🤣 keep up the phenomenal work you're doing educators,  and when you're ready the Butte County SELPA professional development training calendar will be there to inspire and motivate you for next year!  #closingtime #readytorumble #selpa #bbontt #bcbataraj

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@bcbataraj
this month, we look forward to next year 😂🤣 keep up the phenomenal work you're doing educators, and when you're ready the Butte County SELPA professional development training calendar will be there to inspire and motivate you for next year! #closingtime #readytorumble #selpa #bbontt #bcbataraj
♬ original sound - Behavior Bits

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Wrapping up this historic school year has (among other things) meant an end to mask mandates allowing us to see one another's full faces again, a recognition that Behavior Bits turns 2 years old, and a collaborative effort to plan out the SELPA professional development calendar for next school year.

While standard professional learning offerings in behavior (like the paraprofessional behavior series, Behavior Intervention Plans BIPs, Functional Behavior Assessments FBAs, ABCs of behavior, Evidence Based Practices EBPs to support students with Autism Spectrum Disorders, etc.) will still be available, I am excited to also have some new initiatives in the offerings next year. Specifically, multiple Behavior Intervention Services Academies and FBA to BIP Online Office Hours have also added to our calendar.

Behavior intervention services (BIS) are defined as, "A systematic implementation of procedures designed to promote lasting, positive changes in the student's behavior resulting in greater access to a variety of community settings, social contacts, public events, and placement in the least restrictive environment."

If you have a student whose IEP has an identified area of need as behavior, this service may be an appropriate support to consider, though it is definitely not the only service which may support this need. Learn more about when an IEP Team may want to consider BIS and what other services may support students who have a behavior goal and/or BIP at the BIS Academy. Staff who go through the academy walk away with the infrastructure of knowledge to supervise staff or implement BIS themselves. Check out the Geek Speak section at the bottom of this newsletter to see which staff fit this criteria. School staff who complete the BIS Academy also receive Level One status with Butte County SELPA's BIS Training Program, and are eligible to continue to Level Up through the new skill recognition program we are launching.

Once a month during my Online Office Hours (OOH) in Behavior next year, I will have experts in PBIS and behavior supports join me to provide consultation specific to understanding the function around a student's challenging behavior in school. Target audience is School Psychologists, or anyone with an interest and desire to understand the FBA to BIP process better. They're currently scheduled for the following dates, but as always make sure to check the PD calendar for any changes and/or reach out to me at tyarberry@bcoe.org to confirm you would like to collaborate on a particular date.
FBA to BIP Online Office Hours: zoom link
September 19th, October 3rd, November 7th, December 5th, January 23rd, February 6th, March 3rd, April 3rd, & May 8th

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Wrapping up this historic school year has (among other things) meant an end to mask mandates allowing us to see one another's full faces again, a recognition that Behavior Bits turns 2 years old, and a collaborative effort to plan out the SELPA professional development calendar for next school year.

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Who ya gonna call? BCOE's Coordinated District Support......or CBIIS behavior team...? Or a SELPA Program Specialist......or the BCBA? Check out this chart to match your needs to county level support services.

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come on this walk with me to dive into observer drift #behaviorbits #bbontt #bcbataraj #walkandtalk #april #ioa

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@bcbataraj
come on this walk with me to dive into observer drift #behaviorbits #bbontt #bcbataraj #walkandtalk #april #ioa
♬ original sound - Behavior Bits

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Observer Drift has a definition which has historically been clear as mud (as indicated in this paper from 1986). Today, I am speaking broadly about those times when data is recorded in any way other than how it was intended to be recorded.

This typically is a result of a lack of clarity in the definition on what is being recorded, or due to human error in accurately recording the behavior when it occurs (which happens for a variety of reasons).

SOM ways we can try to curb Observer Drift is by remembering to operationalize definitions we write for the target behaviors we are going to be collecting data on by utilizing the SOM acronym (Specific, Objective, Measurable) to remind us of the critical components. Check out the linked resources below and the Behavior Bits video in this newsletter to learn more about clearly operationalizing your behavior definitions!

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Observer Drift has a definition which has historically been clear as mud (as indicated in this paper from 1986). Today, I am speaking broadly about those times when data is recorded in any way other than how it was intended to be recorded.

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Happy March Ya'all! Behavior Bits #springhassprung #education #overwhelm #selfcare #compassionfatigue #yougotthis

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@bcbataraj
Happy March Ya'all! Behavior Bits #springhassprung #education #overwhelm #selfcare #compassionfatigue #yougotthis
♬ original sound - Behavior Bits

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Behavior Bits - Matching Law #bbontt #bcbataraj #behaviortok #matchymatchy #educationtiktok #specialeducation #butte

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@bcbataraj
Behavior Bits - Matching Law #bbontt #bcbataraj #behaviortok #matchymatchy #educationtiktok #specialeducation #butte
♬ original sound - Behavior Bits

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Behavior Bits Newsletter - February 2022

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Behavior Bits Newsletter - February 2022

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https://www.smore.com/64bmc

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We often talk about reinforcement and incentive systems as being something which is one and done; a veritable thing which we can check off of our behavioral to-do list. Practically speaking, there are competing pathways of reinforcement bombarding individual learners all the time. Asking myself, "Do I grab a bite to eat because I am hungry right now or do I head in and have a conversation with my friend?" is one such example of navigating concurrent schedules of reinforcement.

The APA dictionary of Psychology's definition can be found here, and mine explanation can be found in this month's Behavior Bits.

How is reinforcement categorized? What does it look like and entail? ABA Connect wrote this article which details a lot of answers to your frequently asked reinforcer classification questions.

Some types of reinforcement are inherent such as basic human needs, which we don't have to learn, and are referred to as unconditioned reinforcers. Conditioned reinforcers, also referred to as secondary reinforcers, are things that people learn have reinforcing value through experience. We all need food - it is essential for life. However, what type of food we are most motivated by may change, particularly with experience of more tastes. Unless we have tried a particular food item, then we do not know whether we like it or not.

When classifying reinforcers by their attributes this author details edible, sensory, tangible, activity, and social reinforcers. Read more in the article about some examples of each.

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We often talk about reinforcement and incentive systems as being something which is one and done; a veritable thing which we can check off of our behavioral to-do list. Practically speaking, there are competing pathways of reinforcement bombarding individual learners all the time.

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https://www.tiktok.com/@bcbataraj/video/7054734780046380334

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January's topic is The Competing Pathways Model #bbontt #foryourpage #bcbataraj #competingpathways #behaviorfunction #behaviortiktok #educationtiktok #specialeducation #bip #aba

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@bcbataraj
January's topic is The Competing Pathways Model #bbontt #foryourpage #bcbataraj #competingpathways #behaviorfunction #behaviortiktok #educationtiktok #specialeducation #bip #aba
♬ original sound - Behavior Bits

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https://www.smore.com/zx5dw

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So, why the Competing Behavior Pathways Model?

As Dr. Roberts notes in Social Innovations Journal in 2017 here, "The model is based on the logic that many different behaviors may serve the same function (e.g., produce the same reinforcing event). The likelihood that a person will use the alternative behavior in the future increases when a positive alternative behavior (e.g., replacement skill) provides the same type of consequence as the problem behavior. ... the basic idea in developing a [plan] based on the competing behaviors model is to make problem behaviors:

irrelevant (there is no need to do them);

inefficient (there are easier behaviors to engage in); and

ineffective (problem behaviors no longer work to produce the desired outcome)."

Because its use can be so helpful in supporting meaningful behavior change, it is important to take into account that at its core the competing aspect of the model occurs because it utilizes a behavior already in the learner's skill set which is understood socially by most other people, and reinforcement is efficiently gained.

"When selecting replacement skills, there are a few guidelines the team should consider. First, a replacement behavior should be something a student can do or can learn to do. Second, it is important to realize that the more efficient and effective the replacement skill, the more likely it will be used in favor of the challenging behavior. In other words, the replacement behavior should have the same qualities of the challenging behavior. For example, if the student currently has tantrums in order to get attention from the teacher, the student must have a way to gain the same results from the person he/she desires attention from. The replacement skills should always require less effort to produce than the problem behavior. Third, the rewards for engaging in the more appropriate replacement skill should be far greater than that which the student receives for exhibiting challenging behavior. When these conditions occur, the replacement skill will be more likely to increase or used compared to the challenging behaviors (Carr & Durand, 1985). For this reason, the replacement behavior needs to be more efficient than the challenging behavior at accessing the reinforcement.

There are generally three elements that make up efficiency. The replacement behavior has to get the reinforcement (e.g., attention, escape, automatic reinforcement) faster, easier, and more reliably. We can accomplish efficiency of the replacement behavior through the choices we make about the form of behavior we decide to teach as well as about differentiating our response to them (e.g., delay reinforcement for the challenging behavior while reinforcing each instance of the replacement behavior immediately and every time). So, if a tantrum behavior gets the student out of work immediately (i.e., faster) but asking for a break requires the student to do two more problems, then it is less efficient than the challenging behavior and won't be used to replace it.

Likewise, if it's easier to hit someone as opposed to searching for the correct vocabulary word in a communication device to tell the teacher what they want, then hitting is going to prevail. Furthermore, the replacement behavior has to get reinforcement more frequently and more consistently than the challenging behavior. To accomplish this, we need to make sure that the replacement behavior is something that is easily understood and will get the needed response in most situations. If we are teaching a student to ask for attention and the student does so using an idiosyncratic method that is not easily understood by others, then the replacement behavior will not be understood and reinforced across environments. In general, replacement skills must be relevant to the child's unique situation, abilities, and must be an immediately efficient method for communicating wants and needs."

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So, why the Competing Behavior Pathways Model? As Dr. Roberts notes in Social Innovations Journal in 2017 here, "The model is based on the logic that many different behaviors may serve the same function (e.g., produce the same reinforcing event).

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Behavior Bits Newsletter - December 2021

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Behavior Bits Newsletter - December 2021

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https://www.smore.com/dprb7

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New phases happen after conditions change during the intervention. Sometimes this is pre-planned, particularly during single subject research designs. Read more from The Practice of Research in Social Work by Rafael Engel and Russell Schutt (which is now in its fourth edition) about the different phases you may have when conducting experiments in behavior analysis.

"The baseline phase (abbreviated by the letter A) represents the period in which the intervention to be evaluated is not offered to the subject. During the baseline phase, repeated measurements of the dependent variable are taken or reconstructed. These measures reflect the status of the client (agency or community) on the dependent variable prior to the implementation of the intervention. The baseline phase measurements provide two aspects of control analogous to a control group in a group design. First, in a group design, we expect the treatment group to have different scores than the control group after the intervention. In a single-subject design, the subject serves as the control as the repeated baseline measurements establish the pattern of scores that we expect the intervention to change. Without the intervention, researchers assume that the baseline pattern of scores would continue its course. Second, in a control group design, random assignment controls for threats to internal validity. In a single-subject design, the repeated baseline measurements allow the researcher to discount most threats to the internal validity of the design.

.......

The treatment phase (signified by the letter B) represents the time period during which the intervention is implemented. During the treatment phase, repeated measurements of the same dependent variable using the same measures are obtained. Ultimately, the patterns and magnitude of the data points are compared to the data points in the baseline phase to determine whether a change has occurred. Tony Tripodi (1994) and David Barlow and Michel Hersen (1984) recommend that the length of the treatment phase be as long as the baseline phase."

Later on, the authors provide some examples utilizing A and B to describe single case research designs utilized in behavior analysis:
"Basic Design (A-B) The A-B design is the basic single-subject design. It includes a baseline phase with repeated measurements and an intervention phase continuing the same measures. Take, for example, two parents who are having problems with one of their children. Meeting with their social worker, they complain that, over the last month, their 16-year-old daughter has been squabbling constantly with her brother and being rude and sarcastic with her parents. The social worker suggests that the parents use a point system, with points being accrued for poor behavior. Once a certain number of points are attained, the child will begin to lose certain privileges. To test the intervention, the parents are instructed to count and record every 3 days over a 15-day period the number of instances of sibling arguments begun by the child and the number of rude and sarcastic comments. The intervention begins on the 16th day, with the parents explaining how the child might get negative points and face the consequences of accumulating points.

...

Withdrawal Designs There are two withdrawal designs: the A-B-A design and the A-B-A-B design. By withdrawal, we mean that the intervention is concluded (A-B-A design) or is stopped for some period of time before it is begun again (A-B-A-B design). The premise is that if the intervention is effective, the target problem should be improved only during the course of intervention, and the target scores should worsen when the intervention is removed. If this assumption is correct, then the impact of an extraneous event (history) between the baseline and intervention phase would not explain the change.

This premise, however, is problematic for social work research. Ideally, the point of intervention is to reduce or eliminate the target problem without the need for ongoing intervention. We would like the impact of the intervention to be felt long after the client has stopped the intervention. Practice theories, such as behavioral or cognitive behavioral treatment, are based on the idea that the therapeutic effects will persist. This concern, referred to as the carryover effect, may inhibit the use of these designs. To be used for research, the implementation of each of the withdrawal designs may necessitate limiting the length of the intervention and ending it prematurely. If the designs are being used for evaluation, it is unnecessary to prematurely withdraw the intervention; rather, the second baseline provides important follow-up information.

...

Multiple Baseline Designs In the withdrawal designs, the individual serves as the control for the impact of the intervention. Yet the withdrawal designs suffer from the problem that often the target behavior cannot be reversed, and it may not be ethical to withdraw treatment early. A solution to these problems is to add additional subjects, target problems, or settings to the study. This method provides social work researchers with a feasible method of controlling forthe effects of history. The basic format is a concurrent multiple baseline design, in which a series of A-B designs (although A-B-A or A-B-A-B designs could also be used) are implemented at the same time for at least three cases (clients, target problems, or settings). Therefore, the data are collected at the same time. The unique feature of this design is that the length of the baseline phase is staggered...to control for external events (i.e., history) across the three cases. The baseline phase for the second case extends until the intervention data points for the first case become more or less stable. Similarly, the intervention for the third case does not begin until the data points in the intervention phase for the second case become stable. The second and third cases act as a control for external events in the first case, and the third case acts as a control for the second case."

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New phases happen after conditions change during the intervention. Sometimes this is pre-planned, particularly during single subject research designs. Read more from The Practice of Research in Social Work by Rafael Engel and Russell Schutt (which is now in its fourth edition) about the different phases you may have when conducting experiments in behavior analysis.

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Various Age Ranges and Types of Reinforcement Identification Documents

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October & November 2021

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Behavior Bits Newsletter - October & November 2021

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Behavior Bits Newsletter - October & November 2021

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https://www.smore.com/pwueh

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In the field of ABA, research tends to be conducted comparing a single subject to itself rather than comparing groups to one another as randomized control research designs often do. Single Subject Research Design, as noted by CREd Library here, "is also referred to as within-subject or single case experimental designs. These designs provide a framework for a quantitative, scientifically rigorous approach where each participant provides [their]own experimental control."

CREd Library cites McReynolds and Thompson (1986) when describing the phases of this research design: "The conditions in a single-subject experimental study are often assigned letters such as the A phase and the B phase, with A being the baseline, or no-treatment phase, and B the experimental, or treatment phase. (Other letters are sometimes used to designate other experimental phases.) Generally, the A phase serves as a time period in which the behavior or behaviors of interest are counted or scored prior to introducing treatment. In the B phase, the same behavior of the individual is counted over time under experimental conditions while treatment is administered. Decisions regarding the effect of treatment are then made by comparing an individual's performance during the treatment, B phase, and the no-treatment."

Defining Applied Behavior Analysis (ABA) Jargon - as found on studynotesaba.com

Data collected before any intervention is put into place Baseline data allows us to observe changes that occur when the intervention is put into place and helps us compare behavior under its naturally occurring conditions versus our contrived intervention conditions.
INTERVENTION
The treatment you implement to increase or decrease the target behavior. Also known as the Independent Variable.

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In the field of ABA, research tends to be conducted comparing a single subject to itself rather than comparing groups to one another as randomized control research designs often do. Single Subject Research Design, as noted by CREd Library here, "is also referred to as within-subject or single case experimental designs.

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Packet of resource documents from Portland State's evidence based program. More information here: https://basicfba.com/

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How To Video

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PBIS function based resources

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Welcome! Use the buttons below to take you to the training modules. The Behavior Specialist Training includes all 7 modules and is for those who will be the leading behavior support efforts in the school. The School-wide Training consists of two modules for all staff in the school.

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Behavior Bits Newsletter - September 2021

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Behavior Bits Newsletter - September 2021

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https://www.smore.com/7chjz

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Methods

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The Professional Infrastructure of Applied Behavior Analysis

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The Professional Infrastructure of Applied Behavior Analysis

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The Professional Infrastructure of Applied Behavior Analysis

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(merged and fillable)

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https://www.smore.com/mzs5c

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Behavior Bits - August 2021 by Tara Yarberry | This newsletter was created with Smore, an online tool for creating beautiful newsletters for individual educators, schools and districts

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August 2021

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Behavior Bits August 2021: Social Narratives.pptx

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Reference Guide

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https://www.smore.com/82rhk-behavior-bits

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Happy Bits-aversary!

It makes total sense and yet is still somewhat unbelievable that it has been a full year of Behavior Bits. Started as a response to the pandemic and all of the stay-at-home things, I hope this resource has beneficial to the folks who get my monthly email blast. I have learned and grown in ways I never imagined through the wild ride that this past year has been. Time is a really weird thing, particularly this last year, so I though we could hone in on scheduling and routines as we prepare to transition into extended school year for some.

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It makes total sense and yet is still somewhat unbelievable that it has been a full year of Behavior Bits. Started as a response to the pandemic and all of the stay-at-home things, I hope this resource has beneficial to the folks who get my monthly email blast.

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https://www.smore.com/3jwfq

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Jenna Garvey summarizes in this article for the May Institute another BCBA's writings on 7 steps to earn instructional control:

"Robert Schramm, a Board Certified Behavior Analyst (BCBA), is the author of The Seven Steps to Earning Instructional Control, a book that provides a useful guideline to establishing a relationship with a child based on mutual respect. Read on for a brief summary of Schramm's Seven Steps:

1. Show your child you are in control of the items and activities he wants to access. This is essential. You hold the key to fun! This is how you set yourself up as the "boss."

2. Establish yourself as fun! Before you try to teach anything, show the child that it's fun to be with you, engaged and learning. Let the child come to you on his terms, because he wants to take part in a fun interaction with you. This prevents "power struggles" because the child is initiating the interaction.

3. Follow through. Show the child you can be trusted, and that you'll do what you say. It's important to follow through, both in terms of positive or negative consequences. Your actions should be predictable. Don't move the goal posts. This also means if you ask a child to do something, you may have to prompt him to complete an action. Avoid repeating yourself (this just teaches a child that you'll continue to repeat directions, so he doesn't need to comply the first time).

4. Show your child that following your directions will benefit him. Once you've established that you're in control of fun things and that following your directions will provide access to desirable things, provide opportunities for practice. Start with easy-to-follow directions.

5. In the beginning, provide reinforcement for every positive response. Eventually, though, reduce the amount of reinforcement. Use it carefully for harder tasks. When starting out, give lots of reinforcement to establish rapport. There's no such thing as too much in this stage!

6. Demonstrate you know your child's priorities as well as your own. Make sure you're offering reinforcement, or rewards, that are truly interesting to him.

7. Demonstrate that engaging in undesirable behaviors will not result in reinforcement. The goal is to provide the child with access to things he cares about when he engages in appropriate behavior. For example, if a child screams at you demanding a lollipop, you may want to have him ask nicely before you give it to him. Over time, you want to teach that screaming is not the easiest way to gain access to things."

Read more examples and information about these 7 stages from Robert himself in this document.

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Jenna Garvey summarizes in this article for the May Institute another BCBA's writings on 7 steps to earn instructional control: "Robert Schramm, a Board Certified Behavior Analyst (BCBA), is the author of The Seven Steps to Earning Instructional Control, a book that provides a useful guideline to establishing a relationship with a child based on mutual respect.

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July 2021

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Behavior Bits (July 2021) Instructional Control

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https://www.smore.com/kapr0

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In a review of 19 research studies on the topics of executive function and physical exercise, Verburgh, Königs, Scherder, et al, (2014) found that a short period of physical activity was linked with enhanced executive function skills. Executive Function (EF) is "a set of mental skills that include working memory, flexible thinking, and self-control. We use these skills every day to learn, work, and manage daily life." Individuals who have difficulties with their EF may have trouble regulating their emotions, focusing, finding internal motivation, following directions, organizing materials, setting schedules, planning for future events, keeping track of time without an aide, controlling their impulses, working efficiently and effectively, processing information, setting goals, holding things in their brain to guide their behavior, and other tasks. EF skills are classified within the categories of Self-Awareness, Self-Restraint, Non-Verbal Working Memory, Verbal Working Memory, Emotional Self-Regulation, Self-Motivation, & Planning and Problem Solving. So......basically, everything.

What I found particularly interesting of the study was the lack of information regarding chronic physical activity, defined here as, "a repeated amount of bouts of exercise during a short or long-term period of time." The meta-analysis of the 19 studies was unable to find a link between chronic physical activity and executive function, citing the low number of studies available as a complicating factor. Welp, if you needed an invitation to contribute to the literature on this topic, here it is!

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In a review of 19 research studies on the topics of executive function and physical exercise, Verburgh, Königs, Scherder, et al, (2014) found that a short period of physical activity was linked with enhanced executive function skills. Executive Function (EF) is "a set of mental skills that include working memory, flexible thinking, and self-control.

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June 2021

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Behavior Bits June 2021: Movement, Activity, and Play!

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A new report from the University of California at Santa Barbara and the UCLA Civil Rights Project shows that suspensions have high costs in nearly every district in California. Researchers found that more suspensions lead to lower graduation rates, lower tax revenues, and higher taxpayer costs for criminal justice, welfare, health care and more economic ramifications. Look up your district!

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A new report from the University of California at Santa Barbara and the UCLA Civil Rights Project shows that suspensions have high costs in nearly every district in California. Researchers found that more suspensions lead to lower graduation rates, lower tax revenues, and higher taxpayer costs for criminal justice, welfare, health care and more economic ramifications.

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Dangerous Behavior

Running out of the class as an instance of dangerous behavior can be challenging because this type of behavior puts the child or other children in danger. The illustration shows a an African American boy running away from the class.

In this segment, we'll look at running out of the classroom as an instance of dangerous behavior. This type of behavior puts the child or other children in danger. Other dangerous behaviors may include physically hurting or trying to hurt others, throwing objects at others, and hurting oneself.

This is a continuation of the scene in Running around the room where the challenging behavior has now escalated. You'll notice the little boy who has been running away from the teacher in the classroom now runs out of the classroom. Running out of the classroom puts him in danger as he is no longer being supervised.

What are some potential issues at play in this scenario? Participate anonymously in this optional poll. You will have the opportunity to review how others have responded at the end of the poll.

Check out virtual coach Corrie's analysis of the scenario:

Let's start by taking a closer look at the scenario using the Behavior Support Roadmap. If you need a refresher on the roadmap, feel free to revisit the information, videos, and activities highlighted in Start Here: Roadmap for Behavior Support.

In the Behavior Support Roadmap, the ABC Chart, Functions, and Hypothesis lead to Intervention Strategies that include Preventing Behavior in Activities, Task, People, and Environment; Teaching Positive Ways; and Responding to Behavior. Download the print version: Behavior Support Roadmap [PDF]

We will use the ABC Chart to look at the antecedent, behavior, and consequence(s) of the child's behavior in the scenario. The ABC Chart has three blocks: A - B - C, and is a visually helpful tool for both problem solving and developing a solution or intervention plan for the behavior.

Antecedent: what is happening before a behavior occurs

Behavior: description of the challenging behavior

Consequence: what happens after the behavior occurs

Virtual coach Gabe walks us through some questions to think about in terms of the antecedent, behavior, and consequences of the scenario:
Background Information
Another critical step is to gather information to find out more about a child's background. Interviewing parents or family members is of equal importance. They know their children best, and are a wealth of information about child needs, strengths, challenges, successes, and behavior patterns.
Practice Opportunity
Use the following guide to work through the antecedent, behavior, and consequence for the scenario. You will have the opportunity to check your response at the end of the activity.

Possible functions of challenging behavior can be categorized into 4 types:

1. Escape/avoidance: trying to get away from a particular setting, person, or activity.

2. Attention getting/seeking: trying to get attention from an adult or peer or particular person.

3. Gain an activity or object: trying to get a toy or something they are fixated on; or trying to get an activity such as center time.

4. Sensory: trying to gain some type of sensory stimulation or input; or a negative reaction to too much stimulation, such as in a gym or where acoustics are challenging. At times this function of behavior can be unrecognized or overlooked.

Let's review some questions to think through:
Practice Opportunity
Use the following guide to identify the main function of the child's behavior in the scenario. You will have the opportunity to check your response at the end of the activity.

Behavioral hypothesis is our best thoughtful guess about why a child behaves the way that he or she does.
Identifying Behavior
Pay close attention to the description of the challenging behavior. A description of challenging behavior should be written in objective terms. Use of verbs, quotes, and descriptive words keeps the behavior description objective. In contrast, use of labels and judgment words does not help those who are working to support the child's success to get a clear picture of what the behavior looks like.
Hypothesis statements
A behavioral hypothesis includes the behavior, its purpose, and the caregiver response or consequence as a result of the behavior.
Practice Opportunity
Use the following guide to develop your hypothesis statement for the scenario. You will have the opportunity to check your responses at the end of the activity.

Take a moment to think through how you would develop a Behavior Support Plan to address the challenging behavior in the scenario. The Plan should include strategies for prevention of the challenging behavior, replacement skills to teach the child as substitutes for the challenging behavior, and strategies to reinforce the child's use of the replacement skills instead of the challenging behavior. Also, the Plan should include steps for keeping track of the child's progress and determining whether it is working or needs to be adjusted - this involves deciding who will do what to carry out and keep track of the Plan.

Identify whether a team approach is appropriate for you in relation to this scenario. A team approach is important if:

You are in a center or a school and have access to other professionals who work with the child, administrators, mental health or behavior specialists, and/or other experts who could be helpful, and

The child's behavior is truly challenging, which means it is persistent and not responsive to positive behavior guidance strategies.

Let's circle back to the segment scenario. Apply insights gained from your ABC Chart, Functions, and Hypothesis Statement to devise your intervention strategies for the child in the scenario.

Use the following tips from coach Gabe and the list of questions to help guide your process:

What is the behavior we want to change?

What strategies did the teacher use to address the behavior?

How effective do you think these strategies were?

What other strategies do you think the teacher could have used?

Want to engage with others and contribute to the conversation? Participate in this wiki as we put together our ideas for intervention:

As you continue to build stronger insight, knowledge, strategies, and competence in behavior support, think through:

What other information do you need to help you think about solving problems similar to the one in the scenario?

What steps would you need to take in order to get this information?

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In this segment, we'll look at running out of the classroom as an instance of dangerous behavior. This type of behavior puts the child or other children in danger. Other dangerous behaviors may include physically hurting or trying to hurt others, throwing objects at others, and hurting oneself.

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December 2020

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https://www.smore.com/dr3c6

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The only constant is change.....

Ain't that the truth? Especially for a year of living amid a pandemic, this has been a revolving door of change for students, staff, and parents/guardians. Such the life of behavior work as well. I am constantly amid a transition from one plan to another, a fading of a certain aspect of a program, a check on the data to determine whether a skill has been mastered, and having thoughtful conversations about future planning and current concerns. Change is inevitable, and usually a good thing. My favorite form change comes in is when it is a sign that independence is being facilitated. Yet, it requires focus, can be uncomfortable to initiate, and is quite mentally exhausting. Ready? Let's dive into some change!

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Ain't that the truth? Especially for a year of living amid a pandemic, this has been a revolving door of change for students, staff, and parents/guardians. Such the life of behavior work as well.

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April 2021

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March 2021

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https://www.smore.com/5v0kc

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Functional Behavior Assessment

Sound so formal, right? Well, it is - and it is extensively researched. However, the specifics in Education Code are less clear than one might imagine. The Individuals with Disabilities Education Act (IDEA) specifically notes an FBA is mandated, but does not provide guidance on how to complete one. Cue the royal fanfare and enter in: PENT (Positive Environment, Network of Trainers) who provides California guidance and resources on the essential components of an FBA.

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Sound so formal, right? Well, it is - and it is extensively researched. However, the specifics in Education Code are less clear than one might imagine. The Individuals with Disabilities Education Act (IDEA) specifically notes an FBA is mandated, but does not provide guidance on how to complete one.

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Behavior Bits Newsletter - February 2021

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Behavior Bits Newsletter - February 2021

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https://www.smore.com/637wq

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Classroom Behavior Management

When thinking about this topic, I often hear in my head my mother's voice saying, "Proper prior planning prevents poor performance." She was a preschool teacher, a career I landed in myself for almost a decade as well. However, when you are wrangling 30 kids under 5 years old, several fellow preschool staff, and all of the toys and materials in the typical preschool classroom there is only so much you can plan for and control. Three key components in a well thought out classroom behavior management toolkit include 1) relationships/rapport, 2) proactive strategies, and 3) reactive strategies. I found this checklist which breaks down these three categories into their observable elements and utilize it frequently when I am invited to complete a classroom observation to support student and staff success.

Fidelity Check!

Contact Us

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When thinking about this topic, I often hear in my head my mother's voice saying, "Proper prior planning prevents poor performance." She was a preschool teacher, a career I landed in myself for almost a decade as well.

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February 2021

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January 2021

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https://www.smore.com/gwpn0

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Welcome back from the holiday breaks, folx. I hope everyone had a fantastic holiday season and is feeling replenished and ready for the rest of the 2020-2021 school year! I felt like with the coming of a new year that getting back to behavioral basics might be appropriate for this month's Bits. This newsletter and accompanying video seeks to invigorate your know how around ABCs and functions of behaviors briefly so as to set you up for success in 2021. I hope you find the information helpful. I'm looking forward to continuing our work together this year, please don't hesitate to reach out!

If you can take any one thing away from the field of Applied Behavior Analysis (ABA) this year, please let it be that behavior serves a function. Behavior is communication. Behavior is happening because it has historically worked for the person who is behaving. Behavior is more than inappropriate, challenging, or disruptive types of behavior. This branch of psychology is rich in its understanding, and is backed by an extensive amount of research done throughout the years. In ABA-land, behavior is all things we can see and those which we may also hear and feel. Observation is the backbone of understanding one's behavior in the context of their environment. Behaviorists use strategies like ABC data collection and informal interviews with those who have observed the behavioral targets to ascertain the reason why the behavior is occurring. Please enjoy this brief video for January's Behavior Bits and feel free to reach out, join me for office hours Mondays form 3-4 PM or Thursdays from 7:30-8:30 AM, or come to one of the many behavior trainings we are hosting this year (like the one above, specifically geared to provide strategies for behavior challenges in the home setting).

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Welcome back from the holiday breaks, folx. I hope everyone had a fantastic holiday season and is feeling replenished and ready for the rest of the 2020-2021 school year! I felt like with the coming of a new year that getting back to behavioral basics might be appropriate for this month's Bits.

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Behavior Bits Newsletter - December 2020

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Behavior Bits Newsletter - December 2020

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https://www.smore.com/zjxgb

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Holiday Season

As the end of 2020 draws near, I hope you and your family are staying warm and safe. While these historic times have made everything a wild ride, there are a few aspects to the holidays which have stayed the same. The days are getting colder and darker, schedules are likely to be inconsistent with holiday breaks, and across all environments festive visual and audio input has increased.

Some great tips from Teaching with Jennifer Findley can be found here. She writes that maintaining as much consistency as possible, creating relationships between students across different ages or skill levels, and motivating kids with holiday themed behavior incentives on top of typically available incentive systems can all be useful strategies. Also, take the novelty of the season and create additional opportunities for fun and engaging activities to increase excitement this December!

Expectations

Remember the old adage: "You Can Catch More Flies with Honey than with Vinegar"

Non-contingent Reinforcement

This jargon phrase, known in acronym-land as NCR, is actually a fancy way of saying: be someone others want around (and do it regularly). There is more to it than that, of course, but this holiday season I wanted to go a little unorthodox and think about NCR broadly. NCR is a strategy which can be employed to build relationships. It might even make you, the giver of the reinforcement, more reinforcing to those around you. Specifically, the strategy of making yourself reinforcing via proximity to reinforcing stimuli is referred to as pairing. It is an important step to nurturing buy in from those whose behavior change you are tasked with supporting. NCR is something many of us would like to do regularly. But, like this story on handwashing in healthcare settings shows...when we aren't actively reminding ourselves to do the basics, we often forget or otherwise get lost in the urgency of all things life and work.

This month I implore you to take a minute and try to infuse more NCR into your interactions. Compliment your loved ones at every meal time. Provide genuine, positive, and specific praise to your children or fur babies every few hours. Reach out daily or weekly to someone in your life who may be feeling lonely via a video chat or phone call. Let your students have more PBIS school money for the student store every time they come back in from recess. Heck, tell yourself each morning how truly unique and exceptional you are. Because, well, you are.

Contact Us

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As the end of 2020 draws near, I hope you and your family are staying warm and safe. While these historic times have made everything a wild ride, there are a few aspects to the holidays which have stayed the same.

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November 2020

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Behavior Bits_ November 2020 Good Behavior Game

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Behavior Bits Newsletter - November 2020

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Behavior Bits Newsletter - November 2020

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https://www.smore.com/h8k5m

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Navigating the New

The understatement of the year has been that things are changing.....again. As the weather gets cooler and the novelty of school reopening wanes, the need for behavior intervention support is ever increasing. Butte's school year started off with online learning. Parents honorably held the responsibility of academic engagement from the home - a space which typically is reserved for leisure activities and family gatherings. School staff came back after summer break showing resiliency in their response to the changing instructional modalities and the learning curve which came with it. Students are again bouncing back from experiencing a shift in their routines, schedules, and expectations. I truly commend you all and hope that these Bits have been helpful to meeting a need that has emerged during these historic times. Keep on keeping on, you all are doing AMAZING.

Contact Us

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The understatement of the year has been that things are changing.....again. As the weather gets cooler and the novelty of school reopening wanes, the need for behavior intervention support is ever increasing. Butte's school year started off with online learning.

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October 2020

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https://www.smore.com/1ce5m

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Fall has fallen

Welcome to Autumn 2020! What a wild ride the start of the school year has been. Now, we get to look forward to the changing of the leaves and (what in the education system feels like) the eternal march toward the Holiday Season. Eternal because, well, there are no more holidays until November. Yeah, we get Halloween (which, don't get me wrong, it is the BEST), but we don't get a day off of school between Labor Day and Veteran's Day. The 45 school days between the two holidays can and does feel quite long compared to other times of the year. If you are feeling this October Slump then this Behavior Bits is here for you. The video below empathizes with the burnout that most of us are feeling at this point in the Distance Learning school year, and offers a 3 by 3 strategy for making it through as best as we can - check it out!

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Welcome to Autumn 2020! What a wild ride the start of the school year has been. Now, we get to look forward to the changing of the leaves and (what in the education system feels like) the eternal march toward the Holiday Season. Eternal because, well, there are no more holidays until November.

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AFIRM Module (Free!)

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Functional Behavior Assessment (FBA)

A functional behavior assessment can be used when the intensity, duration, or type of interfering behavior creates safety concerns or impacts a child's development.

What Will I Learn?

The AFIRM model guides the learner through four lessons to facilitate:

Learning basic knowledge about functional behavior assessment (FBA).

Applying FBA in activity based scenarios that promote real-world application.

The FBA module will take approximately 1.5 to 2 hours to complete. However, the module is broken into individual lessons to help guide your learning:

Lesson

Time to Complete

A Case for FBA

10 minutes

Lesson 1: Basics of FBA

20 minutes

Lesson 2: Planning for FBA

25 minutes

Lesson 3: Using FBA

25 minutes

Lesson 4: Monitoring FBA

25 minutes

Applying FBA

10 minutes

If you leave the module prior to finishing, your place within the module will be saved. Simply log in, go to the module, and resume your lesson.

Sam, A., & AFIRM Team. (2015). Functional Behavior Assessment. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina. Retrieved from http://afirm.fpg.unc.edu/functional-behavior-assessment

Professional Standards

Council for Exceptional Children (CEC) Standards that apply to all 27 evidence-based practices (PDF document, 2 pages)

CEC standards that apply specifically to the functional behavior assessment (FBA) module (PDF document, 2 pages)

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A functional behavior assessment can be used when the intensity, duration, or type of interfering behavior creates safety concerns or impacts a child's development. The AFIRM model guides the learner through four lessons to facilitate: Learning basic knowledge about functional behavior assessment (FBA). Applying FBA in activity based scenarios that promote real-world application.

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A functional assessment examines antecedents to the problem behavior and the consequences that occur following the behavior. A hypothesis is then formed about what outcome the student gains by using this problem behavior.

The outcome, from the student's perspective, is in terms of either:

1. Getting something desired (This behavior is working, or has worked in the past, to gain something. In other words, the behavior maintains because it is "positively reinforced."), or

2. Protesting, Escaping or Avoiding something undesired (This behavior is working, or has worked in the past, to remove, partially remove, or communicate displeasure about something undesired by the student. In other words, the behavior maintains because it is "negatively reinforced.")

Importance of Functional Assessment
It is imperative that the team designing a behavior plan carefully develop the hypothesis about the function of behavior. The plan will both teach a replacement behavior that meets the same function and will specify environmental alterations that remove the need for the student to use this problem behavior to get his/her needs met. For example, if the hypothesis of the behavior is "revenge," a plan would teach the child how to get revenge in a better way, which is not a viable option. However, if the hypothesis of the behavior is "a protest about the past action of peers," the plan would teach the student a more appropriate protest form that would meet his/her needs, which is a viable option.

PENT members have found the following materials useful in teaching educators about functional assessment and the gathering of data to develop hypotheses:

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A functional assessment examines antecedents to the problem behavior and the consequences that occur following the behavior. A hypothesis is then formed about what outcome the student gains by using this problem behavior. The outcome, from the student's perspective, is in terms of either: Getting something desired (This behavior is working, or has worked in the past, to gain something.

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Behavior Bits Newsletter - September 2020

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Behavior Bits Newsletter - September 2020

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https://www.smore.com/mg1pz

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This month's theme: ENGAGEMENT!

So many of us are doing our very best to behave "normally" in this new school year amid a pandemic. These historic times call for a whole new way to think about public schooling, special education services, and how to be a human in general. While falling back on our established toolbox for how to be supportive of students and families worked (sort of) for all of us in the spring as we navigated the crisis that was closures of public spaces...... This fall's distance learning is mandated to be a much more comprehensive schooling environment. If you haven't taught at an online or distance learning school before, you may be feeling the fatigue of the new school year in a different way at this point in the 2020-2021 academic year than you previously had during on campus schooling.

I'd like to share some videos on Behavioral Momentum here to exemplify some of the cadence we experience when we interact with others. Social communication is a "dance" of sorts, including knowing when to talk, when to listen, and how to behave while doing both. A switch to teaching online is going to lead to a lot of awkward times (start taking frequency data now on how many times you are going to say, "You're on mute" when trying to listen to someone share on a virtual platform), and if you can understand and channel the momentum during those moments you become the equivalent of a super hero. If you want to be all up in the behavior jargon and learn more about behavior momentum click here to keep those ABA vocab muscles strong!

From Special Education Connection, some wise words on supporting student engagement:

· Clear expectations for what the student needs to do.
· Clear outcomes if the student is successful.
· Ongoing feedback about student performance.
· Immediate correction and error feedback.
· Positive reinforcement that is tied to performance.

A few quick reminders from ASCD to help stay calm and grounded - click here for the full article

1. Mindful Breathing

2. "The Three Ts" Daily Activity

3. Seeing Yourself in Others

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This month's theme: ENGAGEMENT! So many of us are doing our very best to behave "normally" in this new school year amid a pandemic. These historic times call for a whole new way to think about public schooling, special education services, and how to be a human in general.

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September 2020

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Building Developmental Relationships from a Distance

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Building Developmental Relationships from a Distance

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from Search Institute

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https://www.smore.com/hsur6

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Online Office Hours (OOH) is a time to get together virtually and chat about various behavior supports and strategies. Humorously named OOH, Behave! this is designed to be an inviting space for care providers of students with Individualized Education Plans (IEPs) to engage together and with the SELPA BCBA in conversations around behavior. You can access office hours by following this link: https://bcoe.zoom.us/j/6487967632 or by dialing +1 669 900 6833 and following the prompts. The Meeting ID is 6487 967 632. The office hours are drop in, so if you can't join exactly at 3, please know that I will be in the Zoom the entire hour and look forward to talking with you!
Distance? In Person? Both?

Whether you are returning to school on a more traditional schedule, or continuing to shelter in place: your behavior is going to look different than in years past. Check out the Behavior Bits video to think about strategies for addressing new school, home, and community behavior expectations during these historic times.

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Online Office Hours (OOH) is a time to get together virtually and chat about various behavior supports and strategies. Humorously named OOH, Behave! this is designed to be an inviting space for care providers of students with Individualized Education Plans (IEPs) to engage together and with the SELPA BCBA in conversations around behavior.

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August 2020

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Resources for behavior supports

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Referral document

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Packet with Behavior Incident & Emergency Reporting Form, reporting instructions, flow chart, and post-incident documentation form

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Behavior Incident & Emergency Reporting Form 

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Behavior Incident & Emergency Reporting Form 

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Required single page document for reporting unusual behavioral incidents and emergencies

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Instructions and forms used to requesting short term one to one staffing for individual student

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Specific request document for behavior consultation from SELPA Program Specialists or Board Certified Behavior Analyst

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AUTORIZACIÓN PARA INTERCAMBIO ENTRE INTERAGENCIAS DE INFORMACIÓN CONFIDENCIAL

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AUTORIZACIÓN PARA INTERCAMBIO ENTRE INTERAGENCIAS DE INFORMACIÓN CONFIDENCIAL

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en Español

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Release Of Information SELPA 2020_SPANISH

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Consent form to release confidential documents, information, etc.

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For general support requests from school staff or IEP teams.

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Keep up to date by checking out our new website!

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Breaking News (July 2020): Butte County SELPA launches an all new website!

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July 2020

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View the video at:
https://tinyurl.com/BehaviorBitsJuly

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OOH, Behave!

Online Office Hours (OOH) is a time to get together virtually and chat about various behavior supports and strategies. Humorously named OOH, Behave! this is designed to be an inviting space for care providers of students with Individualized Education Plans (IEPs) to engage together and with the SELPA BCBA in conversations around behavior.

Every Monday from 8:30-9:30 AM

OOH, Behave! is continuing throughout the summertime, with a few minor adjustments! Monday mornings from 8:30-9:30 AM you can access the office hours by clicking on this Zoom link: https://bcoe.zoom.us/j/91122140549 or by calling in to (669)900-6833 and providing the Meeting ID # 9112 214 0549 when prompted. This link will be good until September, with the exception of Monday, August 10th when there will not be Online Office Hours.

Some things to think about this month

Butte County SELPA

Check us out online while our offices are closed by clicking on the icon or links below, give us a call - our phones are open!

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Online Office Hours (OOH) is a time to get together virtually and chat about various behavior supports and strategies. Humorously named OOH, Behave! this is designed to be an inviting space for care providers of students with Individualized Education Plans (IEPs) to engage together and with the SELPA BCBA in conversations around behavior.

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Going Beyond the ABC's of Behavior Analysis: Autism Symposium Presentation

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Going Beyond the ABC's of Behavior Analysis: Autism Symposium Presentation

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Setting Events and Antecedent Based Intervention EBP

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2019 Autism Symposium - Going Beyond the ABCs of Behavior

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The IRIS Center Booklet

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A helpful printable to use when getting to know new students in your class in an all-in-one tool

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Provided by EdTech staff; a fantastic resource for recorded online training in Zoom, FlipGrid, EdPuzzle, Remind, Google Classroom - as well as general school closure and COVID-19 information.

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California Governor Gavin Newsom has issued a to protect the health and well-being of all Californians and to establish consistency across the state in order to slow the spread of #COVID19 stay at home order .

What does that mean? Find more information .

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California Governor Gavin Newsom has issued a to protect the health and well-being of all Californians and to establish consistency across the state in order to slow the spread of #COVID19 stay at home order . What does that mean? Find more information .

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Stronger Together (from California Department of Education)

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Stronger Together (from California Department of Education)

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A Guidebook for the Safe Reopening of California's Public Schools

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Fidelity Checklist for Behavior Intervention Planning

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Fidelity Checklist for Behavior Intervention Planning

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Created utilizing PENT's BIP Desk Reference

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Autism Distance Education Parent Training

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Ciertas funciones en este programa fueron habilitadas en la creación del proyecto ADEPT para ayudar a hacer este módulo tan accesible como fuera posible para personas con discapacidades. Estas incluyen:

Subtítulos están disponibles haciendo clic en el botón CC en cualquier diapositiva. Estos subtítulos están sincronizados con el audio y avanzan automáticamente con las diapositivas.

Las diapositivas pueden ser leídas en voz alta por un lector de pantalla, aunque a veces es necesario hacer clic en la presentación para activarla con el fin de obtener un lector de pantalla para leerla. En otras palabras, a veces no se refresca automáticamente cuando cambia a una nueva diapositiva.

Diapositivas conteniendo vídeos no tienen subtítulos. En lugar de éstos, hay una transcripción completa del vídeo en cada diapositiva, la cual contiene todo el audio hablado, así como también una descripción escrita de lo que está sucediendo en el video. Este es un documento PDF que, como se menciona antes, puede ser leído por un lector de pantalla para personas con deficiencias visuales.

A pesar de que muchas de las funciones interactivas no están accesibles a las personas con impedimentos visuales, éstas fueron programadas de tal manera que un lector de pantalla debe ser capaz de describir la actividad y contenido educativo para el alumno.

Cuestionarios también pueden resultar difíciles para las personas con impedimentos visuales, por lo que el principio de cada sección de cuestionario contiene una versión PDF de ese cuestionario, la cual puede ser leída por un lector de pantalla. El cuestionario puede verse en la diapositiva del cuestionario inicial si presiona la tecla Q, y las respuestas están disponibles se presiona la tecla N.

Controles del teclado también se han activado para ayudar a evitar el uso del ratón si es necesario. Por favor, tenga en cuenta que éstos probablemente no trabajarán con todos los navegadores. Los que se probaron fueron el Internet Explorer en Windows y Safari en Mac OS X, por lo que ADEPT deberá trabajar con esos dos navegadores. Las instrucciones clave se incluyen en la siguiente sección.

Controles:

Para ir a la siguiente diapositiva presione la tecla con una Flecha hacia la Derecha

Para regresar a la diapositiva anterior presione la tecla con una Flecha hacia la Izquierda

Para pausar la presentación presione la tecla con una Flecha hacia Abajo

Paras empezar o reanudar la presentación presione la tecla con una Flecha hacia Arriba

Para abrir el Glosario presione la tecla G

ara abrir las Notas Guía para lecciones presione la tecla N

En diapositivas con vídeo, abra la transcripción del vídeo presionando la tecla T

TPara cerrar una lección en Windows, presione la combinación de las teclas Alt-F4

TPara cerrar una lección en Mac OS X, presione la combinación de las teclas (Apple)-W
*Hay varios controles adicionales que son específicos a ciertas diapositivas y se anotan en cada diapositiva en particular.

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ADEPT Training | Center for Excellence in Developmental Disabilities | UC Davis MIND Institute

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Ciertas funciones en este programa fueron habilitadas en la creación del proyecto ADEPT para ayudar a hacer este módulo tan accesible como fuera posible para personas con discapacidades. Estas incluyen: Subtítulos están disponibles haciendo clic en el botón CC en cualquier diapositiva. Estos subtítulos están sincronizados con el audio y avanzan automáticamente con las diapositivas.

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June 2020

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View the video at: https://tinyurl.com/BehaviorBitsJune

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SCHOOLS OUT FOR SUMMER

As we ebb into the end of the school year and the beginning, for some, of Extended School Year (ESY): Behavior Bits would like to congratulate everyone on an historic 2019-2020 school year seen through to the end. Butte County is no stranger to forced flexibility in the face of unprecedented events, and everyone deserves a moment to reflect on all that we have achieved in the face of adversity. You are formidable. You are resilient. Your are impressive. You are #ButteStrong.

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As we ebb into the end of the school year and the beginning, for some, of Extended School Year (ESY): Behavior Bits would like to congratulate everyone on an historic 2019-2020 school year seen through to the end.

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Quick behavior related videos and resources from University of Utah and Granite School District.

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Hey Facebook! We want to know if there are any topics you'd specifically like us to cover as we continue working through the summer to provide resources for teachers and families. Let us know in the comments

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Hey Facebook! We want to know if there are any topics you'd specifically like us to cover as we continue working through the summer to provide resources for teachers and families. Let us know in the comments

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Supporting Adults with Autism through Uncertain Times Full Packet

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Supporting Adults with Autism through Uncertain Times Full Packet

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Lots of great printables and templates for supports all adults could utilize during these historic times.

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The spread of coronavirus (COVID-19) has created uncertainty and stress for many individuals. Coping with the unknown, navigating new work expectations, changing daily routines, losing in-person connections, and worrying about contracting the virus all contribute to stress. It may be challenging or feel overwhelming to adapt to these changes.

This guide was developed as a response to many self-advocates and family members who reached out to our team to develop resources for adults. It is intended to centralize many different adult-specific resources and can serve as a supplement or companion guide to the Supporting Individuals with Autism through Uncertain Times toolkit, which was developed for families of children and youth with autism. You may find that specific adaptation and additions are necessary to best meet your needs.

The materials are divided into four topic areas: COVID-19 Resources, Daily Living Resources, Social Connectedness Resources, and Mental Health Resources. Each section contains developed materials and links to websites for other materials that may be useful.
Suggested Citation:
Sam, A., Dees, B., Waters, V., Hume, K., Steinbrenner, J., Tomaszewski, B., Perkins, Y., White, M., Rentschler, L., McIntyre, N., Szendrey, S., Nowell, S., & Odom, S. (2020). Supporting adults with autism through uncertain times: Companion guide. Chapel Hill, NC: School of Education and Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill. Retrieved from: https://afirm.fpg.unc.edu/supporting-individuals-autism-through-uncertain-times

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The spread of coronavirus (COVID-19) has created uncertainty and stress for many individuals. Coping with the unknown, navigating new work expectations, changing daily routines, losing in-person connections, and worrying about contracting the virus all contribute to stress. It may be challenging or feel overwhelming to adapt to these changes.

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May 2020

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https://www.smore.com/9fja8

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Hello & Welcome

Let's get digital, folks! Here to bring you ideas, humor, and connection in these historic times: this is the official newsletter of SELPA's Behavior Support Services. Behavior Bits hopes to provide an ABA adventure of all things behavior and reinforcement. Schools and families can also reach out to us for individualized consultation.

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Let's get digital, folks! Here to bring you ideas, humor, and connection in these historic times: this is the official newsletter of SELPA's Behavior Support Services. Behavior Bits hopes to provide an ABA adventure of all things behavior and reinforcement. Schools and families can also reach out to us for individualized consultation.

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Resource for optimizing engagement with activities for kids.

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Ethical Decision Making during COVID for BCBAs, BCaBAs, and RBTs

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Ethical Decision Making during COVID for BCBAs, BCaBAs, and RBTs

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CAPTAIN Guidance for Families with students with ASD

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CAPTAIN Guidance for Families with students with ASD

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Spanish Version

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CAPTAIN Guidance for Families with students with ASD

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CAPTAIN Guidance for Families with students with ASD

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English Version

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FREE 40 hour online Registered Behavior Technician Training

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FREE 40 hour online Registered Behavior Technician Training

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Great for staff, families, and service providers

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The Registered Behavior Technician TM (RBT ®) is a nationally recognized paraprofessional certification in behavior analysis. RBTs assist in areas such as delivering direct behavior-analytic services, aiding in implementing behavior plans which are developed by the BCBA or BCaBA, and collecting data.

Completing this 40 hour course covering the 2nd edition task list is only one component required in order to apply for certification. Please see the Behavior Analysis Certification Board website for more information on the application process.

Please note: To align with the BACB's requirements for the 40 hour RBT training, "The cumulative duration of your training must be at least 40 hours. The training must be completed within a 180-day period and in no less than a 5-day period." For more information please see the RBT 40 Hour Training Packet

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Registered Behavior Technician - Autism Partnership Foundation

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Current Status Not Enrolled Price Free Get Started Login to Enroll Please note: To align with the BACB's requirements for the 40 hour RBT training, "The cumulative duration of your training must be at least 40 hours. The training must be completed within a 180-day period and in no less than a 5-day period."

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Resource for parents

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Persistent and severe problem behavior of children with autism or developmental disabilities often leads to a highly restrictive lifestyle for families, which can negatively affect overall family functioning and parental mental health.

Understanding why the problem behavior is occurring, through a process called functional assessment, is an important first step towards an effective treatment for problem behavior. This process has been refined over 50 years of research to be efficient, safe, and sufficiently precise.

Causes of problems are complex; all the reasons as to why problem behavior is occurring are not identified in a functional assessment. Nevertheless, the situations that occasion the problem behavior and the consequences that maintain the problem behavior are identified during the functional assessment process. These motivating situations are then used to teach skills that produce these same consequences.

At treatment onset, problem behavior is initially replaced with a more efficient form of communication. This simple response is then shaped to be more developmentally appropriate and capable of being understood and acted upon by others. Skills are then taught relevant to tolerating delays and denials of the materials, activities, or actions of others that are often the target of the communications. Finally, important leisure, academic, or vocational skills are strengthened during treatment in the same situations that used to occasion problem behavior and relying on the same consequences that used to maintain problem behavior.
Click here for a parent-friendly presentation outlining this process. Click here for an associated Powerpoint file. Click here to see brief presentations developed by BCBA practitioners as they applied the process in clinics and in the home.
One way to identify a professional in your area capable of implementing this functional assessment process and skill-based treatment approach is to visit the Behavior Analysis Certification Board® website. By clicking on this particular page, you can enter your zip code to obtain a list of practicing Board Certified Behavior Analysts (BCBAs) in your area.

You also may be able to identify an agency or program in your area that specializes in Applied Behavior Analysis, which is the applied science from which this process was developed, by visiting this resource guide pulled together by Autism Speaks®. Select your state and scroll down to the intervention category. There you will find programs specializing in Applied Behavior Analysis.

If the BCBA working with your family or in your child's school is not familiar with this practical functional assessment and treatment process, encourage them to learn more by following the steps on this page.

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Persistent and severe problem behavior of children with autism or developmental disabilities often leads to a highly restrictive lifestyle for families, which can negatively affect overall family functioning and parental mental health. Understanding why the problem behavior is occurring, through a process called functional assessment, is an important first step towards an effective treatment for problem...

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Free online course in behavior principals for parents

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About this Course

Everyday Parenting gives you access to a toolkit of behavior-change techniques that will make your typical day in the home easier as you develop the behaviors you would like to see in your child. The lessons provide step-by-step instructions and demonstrations to improve your course of action with both children and adolescents. Among many techniques, you will learn how even simple modifications to tone of voice and phrasing can lead to more compliance. The course will also shed light on many parenting misconceptions and ineffective strategies that are routinely used.

The key to the course is practice. It is not enough to know the strategies; you have to do them to reap the rewards. Using the techniques on a temporary basis will lead to permanent change. Chances are your parenting is perfectly fine and working the way you would like. But if you have any frustrations with your child or would like improve your effectiveness in changing your child's behavior, these videos will be a very useful guide. Subtitles available in Chinese and Spanish.

Reset deadlines in accordance to your schedule.

Approx. 21 hours to complete

Subtitles: Arabic, French, Portuguese (European), Chinese (Simplified), Greek, Italian, Vietnamese, German, Russian, English, Spanish

Reset deadlines in accordance to your schedule.

Approx. 21 hours to complete

Subtitles: Arabic, French, Portuguese (European), Chinese (Simplified), Greek, Italian, Vietnamese, German, Russian, English, Spanish

Instructor rating

4.91/5 (924 Ratings)

Offered by

Yale University

For more than 300 years, Yale University has inspired the minds that inspire the world. Based in New Haven, Connecticut, Yale brings people and ideas together for positive impact around the globe. A research university that focuses on students and encourages learning as an essential way of life, Yale is a place for connection, creativity, and innovation among cultures and across disciplines.

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Syllabus - What you will learn from this course

Content Rating 98% (22,747 ratings)

When will I have access to the lectures and assignments?

What will I get if I purchase the Certificate?

Is financial aid available?

More questions? Visit the Learner Help Center.

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Everyday Parenting: The ABCs of Child Rearing

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Everyday Parenting gives you access to a toolkit of behavior-change techniques that will make your typical day in the home easier as you develop the behaviors you would like to see in your child. The lessons provide step-by-step instructions and demonstrations to improve your course of action with both children and adolescents.

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For home-based strategies

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This is a great resource with webinars, documents, and resources.

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Welcome! Use the buttons below to take you to the training modules. The Behavior Specialist Training includes all 7 modules and is for those who will be the leading behavior support efforts in the school. The School-wide Training consists of two modules for all staff in the school.

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Behavior Analysis in Education Fact Sheet

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Behavior Analysis in Education Fact Sheet

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ABCs of behavior

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Graph student data with this progress monitoring tool.

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A fill in template, similar to the one above.