Utah's Least Restrictive Behavioral Interventions Guidelines

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Name of Strategy A-6(a). Differential Reinforcement of Other Behaviors (DRO) Reinforcement following any appropriate/replacement behavior while ignoring the inappropriate/target behavior in a defined period of time. Description for Implementation o Define the problem behavior in clear, observable terms so that other individuals are able to identify instances and noninstances of the behavior. o Get a frequency count of the behavior prior to intervention (# of times per minute, day, week, etc.) or a typical length of time between problem behavior occurrences. o Use average rate of behavior (step 2) to determine amount of time required for student to refrain from engaging in the problem behavior in order to get a reinforcer. o Reinforce student for no instances of the problem behavior (reinforcing other behaviors) during the specified period (step 3). o As student gains success at not performing the problem behavior, time requirement for reinforcement is lengthened until it can be removed entirely without the problem behavior re-emerging. Special Considerations Strengths of DRO: o Does not require an FUBA (which can be a timeintensive procedure) o Has steps and is relatively easy to use in many classroom settings o Positive alternative for reducing the frequency of undesirable behaviors to that of reductive (punitive) approaches such as response cost or punishment Limitations on use: o Not a particularly good choice for low-frequency or very high-frequency behaviors o May inadvertently reinforce other problematic behaviors o Not designed to teach appropriate adaptive behaviors Data Sources Establishing a baseline behavior rate and then conducting periodic observations and graphing results can provide information as to whether or not the intervention is working. It also provides information about the reinforcement schedule. If the intervention is not working, consider reducing the amount of time between reinforced intervals, enhancing the potency of the reinforcer, or using another approach such as conducting an FUBA, or teaching more adaptive ways to meet needs and then reinforcing application of acquired more adaptive skills. Fidelity: Behavior count record, record of reinforcements earned, written plan References • Book Section: Alberto & Troutman (2003), pp. 347- 351. • Journal Article: Beare, Severson, & Brandt, 2004. • Conyers et al., 2004. • Meta-Analysis: Scotti, Evans, Meyer, & Walker, 1991. Websites: • Definition and how to use in a classroom: http://www.behavioradvisor.c om/DRO.html • Written lecture with activities: http://www.autismnetwork.or g/modules//behavior/dr/lectur e03.html 37
Name of Strategy A-6(b). Differential Reinforcement of High Rates (DRH) Reinforcement given after performing some behavior at a predetermined higher rate. A-6(c). Differential Reinforcement of Low Rates (DRL) Description for Implementation o Identify the target behavior. o Set a specific time period for which the behavior should occur. o Identify a specific number of times the behavior should occur in that time period. o Identify consequences (positive and negative). o Reinforce when goal is met. o Monitor progress. o Provide students with student contracts based on predetermined behavior. o Use reinforcements that the child takes interest in or expresses a desire to accomplish. Reinforcement given after o After target behavior has been performing the met, reevaluate student target/problem behavior at a behavior to continue to predetermined low rate. extinguish the behavior. Extinguish reinforcement so that child moves into the maintenance phase. Special Considerations DRH is an effective tool to increase the occurrence of a behavior. Expectations should be high but achievable; it is important that the individual feel success. Collect baseline data to establish how often the behavior occurs. After you know how often the behavior occurs, then determine the number of occurrences to which the behavior should be reduced (ABC evaluation). Reduce the behavior by the stated amount. Determine what the reinforcement will be. Consider the severity of the behavior. What disabilities does the child have? When you have established the reinforcement and baseline, explain to the student the contract that has been established. Data Sources Identify baseline by recording the number of times the target behavior occurs within a set time period. Record data using an interval data record strategy. Compare with post data and decide whether a change in the intervention is necessary. Fidelity data can be gathered by using the same set interval for both pre and post data. Keep frequency data on the number of times the behavior occurs, and reinforce the behavior immediately (sticker sheets, point sheets, selfmonitoring check sheets, etc.). References • Interactive Collaborative Autism Network: http://www.autismnetwork.or g • Alberto, P. A., & Troutman, A. C (2003). Applied Behavior Analysis for Teachers (6 th ed.). Upper Saddle River, NJ: Merril Prentice Hall, Inc. • Alberto, P. (2003). Arranging consequences that decrease behavior. Applied Behavior Analysis for Teachers. New Jersey: Merrill Prentice-Hall, 341-400 • Conyers, C., Miltenberger, R., & Romaniuk, C. (2003). Evaluation of DRO Schedules to Reduce Disruptive Behavior in a Preschool Classroom. Child & Family Behavior Therapy, 25, 16. • Intervention Central: http://www.jimwrightonline.c om 38
Page 1 and 2: LEAST RESTRICTIVE BEHAVIORAL RESTRI
Page 3 and 4: Table of Contents Table of Contents
Page 5 and 6: I. Introduction I.A. Purpose of the
Page 7 and 8: II. Effective Classroom Management
Page 9 and 10: likelihood that they will continue
Page 11 and 12: I.B. Checklist for Classroom Manage
Page 13 and 14: The RtI Model is a three-tiered sys
Page 15 and 16: IV. Data Collection IV.A. Data-Base
Page 17 and 18: Baseline Data Baseline data are col
Page 19 and 20: IV.C. Classroom Data Behavior Data
Page 21 and 22: V. Functional Behavior Assessment (
Page 23 and 24: Behavior Intervention Plan (BIP) Us
Page 25 and 26: VI.C Emergency Contact Form If an e
Page 27 and 28: VII. Responsibilities VII.A. Respon
Page 29 and 30: Selecting Interventions Classroom p
Page 31 and 32: VIII. Intervention Procedures: Over
Page 33 and 34: IX.A. Universal Interventions for P
Page 35 and 36: Name of Strategy Description for Im
Page 37: Name of Strategy A-6. Differential
Page 41 and 42: Name of Strategy A-6(f). Differenti
Page 43 and 44: Name of Strategy A-10. Group Reinfo
Page 45 and 46: Name of Strategy A-14. Instructiona
Page 47 and 48: Name of Strategy A-17. Parent Train
Page 49 and 50: Name of Strategy A-19(a) Continuous
Page 51 and 52: Name of Strategy A-20. Prompting/ C
Page 53 and 54: Name of Strategy A-24. Staff Traini
Page 55 and 56: IX.B. Targeted Interventions for At
Page 57 and 58: Name of Strategy S-1. Administrativ
Page 59 and 60: Name of Strategy S-4. Detention Bef
Page 61 and 62: Name of Strategy S-9. In-School Sus
Page 63 and 64: Name of Strategy S-12. Planned Igno
Page 65 and 66: Name of Strategy S-15. Response Cos
Page 67 and 68: Name of Strategy S-19. Time Out, In
Page 69 and 70: Name of Strategy o Description for
Page 71 and 72: IX.C. Intensive, Individual Interve
Page 73 and 74: Name of Strategy F-1. Contingent In
Page 75 and 76: Name of Strategy F-1(b). Aromatics
Page 77 and 78: Name of Strategy F-3. Extinction No
Page 79 and 80: Name of Strategy F-7. Mechanical Ha
Page 81 and 82: Name of Strategy F-10. Satiation Ad
Page 83 and 84: Name of Strategy F-13. Visual Scree
Page 85 and 86: with at least one of the student’
Page 87 and 88: 4. If the LEA, the parent, and rele
Page 89 and 90:
XI. Appendix XI.A. ABC Model ABC/UB
Page 91 and 92:
The third condition is knowledge of
Page 93 and 94:
Components of a Successful Classroo
Page 95 and 96:
Implementation Leadership Team Self
Page 97 and 98:
Designing Functional Interventions
Page 99 and 100:
ll. Functional Behavioral Assessmen
Page 101 and 102:
6 FUNCTION OF PROBLEM BEHAVIOR FUNC
Page 103 and 104:
Functional Behavioral Assessment Te
Page 105 and 106:
Student: __________________________
Page 107 and 108:
Student:___________________________
Page 109 and 110:
Student: __________________________
Page 111 and 112:
BEHAVIORAL GRAPHING Student Name: _
Page 113 and 114:
OFFICE DISCIPLINE CHECKLIST Conside
Page 115 and 116:
DETAILED PROCEDURE FOR DEALING WITH
Page 117 and 118:
XII. Frequently Asked Questions (FA
Page 119 and 120:
Questions If the offense involved s
Page 121 and 122:
Diagnostic assessment Assessment co
Page 123 and 124:
Positive behavioral support The app
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Utah's Least Restrictive Behavioral Interventions Guidelines

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