In this week's chapter, the authors examined concerns and doubts surrounding ABA. In my experience at schools I have met with a lot of trepadation and wariness about ABA from school staff. Specifically, earlier this year I worked at a site where a SPED clas had a student with some behavior issues, pinching, throwing, etc, and the school was advised by the student's behavior consultant (who came to school once a week) to use ABA and positive reinforcment and to decrese the amount of "punishment" (time outs, etc.) and negative stimuli. The teacher and classroom staff happily adopted this new policy. However, other school staff didn't buy into this theory and continued to yell/berate this student when he misbraved and were relunctant to give any positive reinforcement. These staff members included recess moinitors, lunchroom staff, library staff, and other teachers. The teacher talked to these staff members, but they only followed this child's plan when the teacher or consultant were around. Because of this, the student's behavior plan wasn't as effective as it could have been.
Has anyone successfully brought other reluctatn staff on board with ABA and how?
Tuesday, May 1, 2007
Inclusion
Is inclusion always really the LRE?
I was recently asked to take a special assignment in my district. I am helping to transition a new 3rd grade student from out of state into his new classroom. His qualifiying condition is Autism and is quite verbal and social. He does math at grade level, decodes on a 2nd grade level, and comprehends at a 1st grade level. He receives RSP services for 25% of the day. He came to us with a 12 page behavior support plan that is the most involved I have ever seen. For every 15 minutes that he is on task, he gets a "green light" and earns a 3 minute break which consists of a playing a game with a teacher. He gets to watch a video after recess and lunch for 10 minutes if he behaves on the playground. If he gets more than 50% green lights, he earns a "big reward" before lunch and at the end of the day. After a week with this kid, I feel like the entire day is a big game of Chutes and Ladders with 5 minutes of instruction squeezed in here and there.
Problem behaviors are said to include hitting, inappropriate comments, and being off task, but they are rarely seen because he is always happy earning his games. I have been told that we will follow this plan until the IEP at the end of the month. The parents want to keep this placement because they feel it is LRE. If his old school was so successful at inclusion, why is he getting 3 minute break every 15 minutes? This plan has been in place for over a year and there is no provision for fading this reward system.
Does this kid really have access to the general ed curriculum with this type of programming? I don't think so.
I was recently asked to take a special assignment in my district. I am helping to transition a new 3rd grade student from out of state into his new classroom. His qualifiying condition is Autism and is quite verbal and social. He does math at grade level, decodes on a 2nd grade level, and comprehends at a 1st grade level. He receives RSP services for 25% of the day. He came to us with a 12 page behavior support plan that is the most involved I have ever seen. For every 15 minutes that he is on task, he gets a "green light" and earns a 3 minute break which consists of a playing a game with a teacher. He gets to watch a video after recess and lunch for 10 minutes if he behaves on the playground. If he gets more than 50% green lights, he earns a "big reward" before lunch and at the end of the day. After a week with this kid, I feel like the entire day is a big game of Chutes and Ladders with 5 minutes of instruction squeezed in here and there.
Problem behaviors are said to include hitting, inappropriate comments, and being off task, but they are rarely seen because he is always happy earning his games. I have been told that we will follow this plan until the IEP at the end of the month. The parents want to keep this placement because they feel it is LRE. If his old school was so successful at inclusion, why is he getting 3 minute break every 15 minutes? This plan has been in place for over a year and there is no provision for fading this reward system.
Does this kid really have access to the general ed curriculum with this type of programming? I don't think so.
Controversy Surrounding Applied Behavior Analysis
According to our textbook, Applied Behavior Analysis for Teachers, ABA has always been a subject of controversy. Referring to ABA as behavior modification can cause confusion because the term "modification" has been often misused, referring to any procedure that has the potential to change behavior. This is the reason the term Applied Behavior Analysis is used as opposed to behavior modification.
Another opposing viewpoint with regards to Applied Behavior Analysis comes from individuals who believe that any attempt to change or modify another person’s behavior is coercive and inhumane. This viewpoint is made by individuals who describe themselves as “humanists.” Humanists argue that to change another individual’s behavior violates their free will and personal freedom.
According to the textbook, ABA was nearly ignored by researchers and educators outside of special education during the 1980s, possibly because its critics perceived “that the battle had been won and “behaviorism” defeated.” Recently, ABA has been under scrutiny once again even by special education teachers. Some possible explanations for these attacks are:
Behavioral approaches are too much work and provide too little reinforcement.
Behaviorism contradicts the popular developmental views of education and psychology.
Behavior analysis is a threat to the prevailing power structures in education and psychology.
Positive reinforcement is a practice that often lacks social acceptability.
Behavior analysis fails to glorify human beings as do other psychologies and philosophies.
What is your viewpoint on ABA? Do you agree or disagree with the critics?
Another opposing viewpoint with regards to Applied Behavior Analysis comes from individuals who believe that any attempt to change or modify another person’s behavior is coercive and inhumane. This viewpoint is made by individuals who describe themselves as “humanists.” Humanists argue that to change another individual’s behavior violates their free will and personal freedom.
According to the textbook, ABA was nearly ignored by researchers and educators outside of special education during the 1980s, possibly because its critics perceived “that the battle had been won and “behaviorism” defeated.” Recently, ABA has been under scrutiny once again even by special education teachers. Some possible explanations for these attacks are:
Behavioral approaches are too much work and provide too little reinforcement.
Behaviorism contradicts the popular developmental views of education and psychology.
Behavior analysis is a threat to the prevailing power structures in education and psychology.
Positive reinforcement is a practice that often lacks social acceptability.
Behavior analysis fails to glorify human beings as do other psychologies and philosophies.
What is your viewpoint on ABA? Do you agree or disagree with the critics?
Consistency: an essential element
The importance of knowing the Law
30 EC 56520 - Behavioral Interventions Legislative Findings, Declarations and Intent
That teachers of children with special needs require training and guidance that provides positive ways for working successfully with children who have difficulties conforming to acceptable behavioral patterns in order to provide an environment in which learning can occur.
That behavioral management plans be developed and used, to the extent possible, in a consistent manner when the pupil is also the responsibility of another agency for residential care or related services.
I am currently working with a student whose behaviors can be operationally defined as hitting staff and students, biting, spitting, throwing himself on the floor, running out of the classroom, hiding under tables, etc. His behaviors have increased over the past week and half. He is currently in middle school and rotates between three classrooms, each run by one teacher and three instructional assistants. I feel that there is no consistency in the manner his behaviors are managed, in the use of reinforcements and in how the student is treated by staff when his behaviors escalate. As the law dictates, behavior management plans should be developed and implemented in a consistent manner. My student has demonstrated these behaviors on and off for the past three months and still no functional analysis has been done. Needless to say, a behavior intervention plan has not been created.
Please explain the ways you would initiate and coordinate communication and collaboration with the IEP team.
30 EC 56520 - Behavioral Interventions Legislative Findings, Declarations and Intent
That teachers of children with special needs require training and guidance that provides positive ways for working successfully with children who have difficulties conforming to acceptable behavioral patterns in order to provide an environment in which learning can occur.
That behavioral management plans be developed and used, to the extent possible, in a consistent manner when the pupil is also the responsibility of another agency for residential care or related services.
I am currently working with a student whose behaviors can be operationally defined as hitting staff and students, biting, spitting, throwing himself on the floor, running out of the classroom, hiding under tables, etc. His behaviors have increased over the past week and half. He is currently in middle school and rotates between three classrooms, each run by one teacher and three instructional assistants. I feel that there is no consistency in the manner his behaviors are managed, in the use of reinforcements and in how the student is treated by staff when his behaviors escalate. As the law dictates, behavior management plans should be developed and implemented in a consistent manner. My student has demonstrated these behaviors on and off for the past three months and still no functional analysis has been done. Needless to say, a behavior intervention plan has not been created.
Please explain the ways you would initiate and coordinate communication and collaboration with the IEP team.
Managing Behaviors
Right now I am working in a preschool with two year olds. Currently I am having a little bit of difficulty with a few select students in the room. It seems that they have a "love/hate" relationship with each other and feed off of each other. One girl, which is a co-worker's daughter, really seems to be the leader and when she does something the other student seems to follow. Especially if one of the teachers ask her to stop. I know that acknowledging it just draws attention to the situation and for a while we would just ignore it and praise the students doing what was suppose to be done. However, that does not seem to work as well anymore and the students are "annoying" each other even more. I am not sure if the main purpose is teacher attention or what? Also my co-teacher and I tend to disagree on ways to teach certain things. We have different approaches to certain behaviors and techniques. I know some of you are working with younger children and have been for a while so if there is any advice you have please pass it on! Thanks.
Quiz 4 Posted
Dear SPED 553 Class,
On the "Notes" side banner to this blog, you will find the Quiz 4 pdf document. Please print, complete, and return to our next class session on 5/8. We will grade these in class, so that you will know whether to take the final or opt for the quiz average instead of the exam.
Also, in regards to graded work, I have been battling the flu and will not have graded work ready until tomorrow, Wednesday, May 2nd. You may pick up your graded work during my office hours from 3 to 6 pm. Thanks and I apologize for the inconvenience.
Thanks,
Jose Luis
On the "Notes" side banner to this blog, you will find the Quiz 4 pdf document. Please print, complete, and return to our next class session on 5/8. We will grade these in class, so that you will know whether to take the final or opt for the quiz average instead of the exam.
Also, in regards to graded work, I have been battling the flu and will not have graded work ready until tomorrow, Wednesday, May 2nd. You may pick up your graded work during my office hours from 3 to 6 pm. Thanks and I apologize for the inconvenience.
Thanks,
Jose Luis
Preparing for State Testing
As we prepare my students for the California Standards Test (CST), we are seeing a lot of behaviors return that had previously been replaced. We use a star system for our token economy and students earn stars for completing assignments and being on task. After lunch they are able to spend stars for items like computer time or some time to play outside with an Instructional Assistant monitoring. We are noticing that several of our students who started out this year refusing to work are starting to return to that. Most of the class took to the star system quite effectively and work hard. Now we are seeing one or two of those students no longer care about earning stars to have those extra privileges. The students are asked everyday if they want to use some of their stars and reminded of the options of what they can do with them. We are stuck for ideas on how to motivate the students to completing their assignments and get back on track. Any ideas or suggestions would be great.
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