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Module 3:
Instructional Issues
and Strategies
Positive Behavior Support (PBS)
Training Modules
This is the third of four PBS training modules.
3. Instructional Issues and Strategies
2
Link Between Curriculum &
Instruction & Behavior?
Is there a link between curriculum and
instruction and behavior?
3
Learning & Challenging Behavior
4
Rationale for an Educational
Approach to Behavior Support
Because behavior problems are often a
reflection of skill deficits teaching is often the
best intervention.
6
Good Teaching Practices
Researchers have found a number of teaching
strategies that have proven to be effective.
10
When to Address Curriculum & Instruction
in Dealing with Behavior Problems
Consider curriculum and instruction as potential areas to
intervene when:
11
Steps for Making Individualized
Adaptations
Making individualized adaptations can occur outside of a
functional assessment process. The steps for making
adaptations for individuals follow the same series of steps
whether they are imbedded in a traditional functional
assessment process or not.
12
Step 1. Identifying Problems
Review the information gathered during the FBA process related
to the context of problem behaviors. Look for anything that
indicates that problem behaviors may be related to learning
activities or tasks.
13
Step 2. Gathering Information
about the Student & Task/Setting
Review information gathered during the FBA process related to student
characteristics. Look for details related to functioning level, preferences,
strengths, areas of need, learning style, preferred response, etc?
Curricular:
Scope and sequence objectives
Presentation modes
Content
Topics
14
Step 2. Gathering Information
about the Student & Task/Setting
Instructional
Teaching methods
Response opportunities for students
Activities for acquisition & mastery
Teacher responses
Ecological
Physical arrangement
Predictability of environment
Equipment & materials available
15
Step 3. Developing Hypotheses
Review the hypotheses developed during the FBA process. Remember that the
more precise the hypothesis is, the more likely that the intervention developed will
adequately remedy the problem.
17
Step 5. Monitoring & Evaluating
19
Adaptations
Curricular Adaptations
Instructional Adaptations
Ecological Adaptations
22
Curricular
Adaptations
23
The first of the three categories
of adaptations is Curricular.
24
Curricular Adaptations
26
Task Difficulty
For some students, facing a task that is challenging, or that the student
perceives to be challenging, may lead to problem behaviors.
There are a variety of ways to address tasks which are perceived to be difficult,
including:
The intentions of these modifications are to keep the student engaged through
careful adjustments that still allow for academic progress.
Student Snapshot Task Difficulty
Read the following Student Snapshot relevant to task difficulty.
Note: Student Snapshots will be provided throughout this module. Each Snapshot
provides some basic background information and a hypothesis about the function
of the behavior. For this first Snapshot, an adaptation is provided for you. As you
progress through this module, you will be asked to generate appropriate
adaptations.
Sam is a highly articulate 14-yr. old high school student with characteristics of
pervasive developmental disorder. He has a wide range of academic skills; his
vocabulary skills, reading comprehension, and general knowledge are his
strengths, whereas he finds math and other skill areas that require close decision
making more challenging.
Hypothesis: When Sam is presented with tasks that require high order thinking skills,
he engages in self-injurious behavior to avoid completing the assigned task.
30
Interests
Examples:
Number concepts using items of interest as manipulatives (i.e.
dogs, cars, dolls, coins)
Provide a menu of choices (choice as a means of expressing
interest)
Tracing objects of interest
32
Adaptation Exercise
Read the following Student Snapshot related to:
Preference/Interest and generate an appropriate adaptation:
Juan is a student of average intellectual ability in a classroom for
children with severe emotional disturbance. He rarely completes the daily
handwriting activity and often engages in disruptive behavior.
Hypothesis:
When presented with typical handwriting sheets to copy, Juan engages
in off-task and disruptive behavior, to avoid completing the assignement.
33
Sample Adaptation
Did you come up with an adaptation? Read the actual
adaptation that was made for Juan.
Was your adaptation similar? Maybe not. There are many ways
of incorporating student interest, let your imagination run wild!
34
Student Snapshot Examples
Before After
Task Meaningfulness
If a task is meaningful to a student, the student will be
more likely to be engaged in the task. A task which is
meaningful is one that the student finds relevant to
their life and/or has a functional outcome. It
emphasizes the skills needed to participate in priority
activities in the community.
Traditional Mastery: Time Limit. Upon completion, Jill raises her hand to
inform the teacher that she is finished, turns in paper, and goes on to
next activity.
*******************************************************
Functional Activity: Develop and write captions related to photos taken
earlier in the week onto a blank sheet of lined paper for duration of 15
minutes.
39
Instructional Adaptations
The second category of adaptations is
Instructional.
Instructional Adaptations
Instructional Adaptations involve changing the way in
which material is presented and/or the way the
student practices or demonstrates learning.
41
Adapting the Presentation
42
Adapting the Presentation
Task Alternation
Modality
Print Materials
Task Division
Choices
Student Response
43
Task Alternation
Task alternation is the interspersing of different types of
activities usually involving a variety of levels of interest,
difficulty, and format. Some suggested ways to
intersperse activities are:
How can the presentation of the task be adapted for Sally? (Move to
the next frame after you have thought of an adaptation).
45
Task Alternation Snapshot
46
Adapting the Presentation: Modality
47
Adapting the Presentation to
Print Materials
Adaptations to print materials are somewhat similar to adaptations to
modality except that this type of modification is related solely to the
printed materials provided to students.
48
Print Materials Snapshot
Student Snapshot:
51
Task Division Snapshot
Student Snapshot:
53
Adapting the Presentation:
Present Choices
Researchers have clearly linked the opportunity to make choices
to reductions in problem behaviors. Additionally, the ability to
make choices is an important social skill. However, the
opportunity to make choices during the school day is generally
limited. For students with disabilities, it is usually even more
restricted.
Student Snapshot:
56
Adapting Student
Response
Adapting the student response concerns the way in
which students demonstrate their knowledge or skill;
their output. Student responses include listening to
a lecture, reading a resource book, note taking,
organizing and writing information, selecting from
multiple choice options, verbal response, and others.
58
Modality Snapshot
Student Snapshot:
59
Modality Snapshot
60
Adapting Student Response:
Print Material
Students are often required to respond in print format that usually
involves pencil/paper tasks. However, there are a variety of other ways
to demonstrate knowledge and skill. Adapting student response in print
material involves minimizing the use of pencil/paper, limiting the length
of paper/pencil activities, and using alternatives to print.
61
Print Material Snapshot
Student Snapshot:
64
Ecological Adaptations
Ecological Adaptations:
Research shows that the most effective
schools are those with a well-ordered
environment and high academic expectations.
Ecological Adaptations
Adaptation to the ecology involves
modifications to the physical surroundings of
the situation; the setting for the task/activity,
sights, sounds and arrangements.
67
Ecological Adaptations: Where
68
Where Snapshot
Student Snapshot:
How could you adapt the where aspect of the ecology for Andy?
(Move to the next frame after you have thought of an adaptation)
69
Where Snapshot
Did you consider an adaptation to where
for Andy? Read the actual adaptation made
below.
74
Who Snapshot
Student Snapshot:
75
Who Snapshot
Did you think of an adaptation for Alena? Was it
similar to the actual adaptation described below:
76
Review
Problem behaviors in the classroom can often be eliminated or
generally reduced by making adaptations to the learning
environment including curriculum, instruction, and the ecological
environment.
Sample accommodations:
Extra time for a test
Accompany oral directions with written directions
Tape recorded versions of printed materials
Larger bubbles on multiple-choice questions
78