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Behavior Management

Practice and Principles

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Public Law and Behavior Management PL 94-142 - The Education for All

Handicapped Children’s Act of 1975 PL 99-457 - The Education of the

Handicapped Act Amendments of 1986 PL 101-476 - Individuals with Disabilities

Education Act PL 101-336- American with Disabilities Act.

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Chapter 1: Roots of Applied Behavior Analysis Chapter objectives:

To describe the requirements for meaningful and useful explanations of human behavior.

To define and describe several explanations of human behavior which influence large numbers of practitioners, including teachers. These include biophysical, developmental, cognitive, and behavioral explanations.

To describe the historical development of behaviorism.

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Learning occurs as a result of the consequences of behavior!

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Behaviorists

Those who study behavior and behavior management strategies, do not employ a single technique to teach, change, or modify behavior.

The behavior management strategies used by behaviorists have a solid foundation in the research literature across populations, settings, and situations.

Zirpoli & Melloy, 2001

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Explanations

Inclusive Verifiable Predictive utility Parsimonious

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Inclusive

Must account for substantial quantity of behavior

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Verifiable

Should be able to test in some way that it does account for the behavior

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Predictive utility

Should provide reliable answers about what people are likely to do under certain circumstances, then you can change behaviors by changing conditions

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Parsimonious

Simplest one that account for observed phenomena (may not be the correct explanation however).

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Explanations

Inclusive Verifiable Predictive utility Parsimonious

Explain how these concepts are useful to the educational practitioner.

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Explanations of Human Behavior Biophysical Developmental Cognitive Assignment: Describe the explanation of human

behavior that your group has been assigned. Then summarize what useful information you may gain from this explanation of human behavior about your students.

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Definitions

Behavior Antecedents Consequences Stimuli Responses Reinforcement

positive negative

Punishment

Natural prompts Verbal prompts Gestural prompts Modeling prompts Physical prompts Shaping Operant conditioning Respondent conditioning

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Behavior

Broadly defined as covert responses and overt responses that are observable and measurable.A behavior is considered observable when it

can be seen and measurable when it can be counted.

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Antecedents

Stimuli that occur prior to behaviors. Typically stimuli refers to a specific

events or prompts before a target behavior while antecedents refer to the broader picture of influences that exist in the environment before the target behavior.

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Consequences

Events or changes in the environment following a target behavior.

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Example 1: Jill

What were the consequences of Jill’s running away behavior?

Who provided these consequences? In your opinion, were these consequences

primarily reinforcing or punishing? Do you think Jill will want to run away

again?

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Stimuli

Events or activities within the environment that are capable of forming a relationship with behavior as either an antecedent or a consequence.

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Responses

A behavior that is observable and measurable.

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Reinforcement

A type of stimulus that serves as a consequence for a response/behavior.

A stimulus may not be considered a reinforces unless it affects the preceding behavior in one of the ways we will discuss.

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Reinforcement may…..

Maintain the current rate, duration or intensity of a response.

Increase the probability that a new response will occur again.

Increase the future rate, duration or intensity of a response.

Strengthen a response that is weak and inconsistent.

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Reinforcement

Positive Positive reinforcement is demonstrated when a

behavior is followed by a consequence that INCREASES the behavior’s rate of occurrence.

NegativeRemoving or reducing the intensity of an

environmental condition (usually something unpleasant) which INCREASES a behavior’s rate of occurrence.

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Punishment

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Punishment

Describes a relationship - a behavior is followed by a consequence that decreases the behavior’s future rate of occurrence. An event is only a punisher if the rate of the preceding behavior decreases and if a a functional relationship can be established

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Natural prompts

An environmental stimulus that naturally occurs prior to target behaviors.

Natural prompts are ALWAYS preferable.

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Examples of natural prompts

Getting up in the morning - alarm clock

Going to school on time - clock or watch

Being quiet and listening - teacher begins to talk

Changing classes - ringing of the bell

Being loud and playful - recess or entering the gym

Raising you hand - when you need help, when you have a question or when you know the answer.

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Verbal prompts

Most common type of prompt Class, it is time to go to lunch

line up by the doorwalk to the bathroom and wash you handswalk to the lunchroom

(After a while the the first prompt of “class, it is time to go to lunch” becomes the natural prompt for the rest of the instructional sequence)

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Gestural prompts

A simple gesture Pointing to the door when you want the

class to line up for lunch. Should be paired with verbal for added

strength. Both gestural and verbal prompts should

be phased out over time.

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Modeling prompts

Consist of demonstrating part of all of the desired behavior to the student who imitates or repeats the action immediately.

Should be paired with verbal prompt.

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Physical prompts

Consists of physically guiding a child in the performance of the target behavior.

Most intrusive type of prompt Recommended only as a last resort Very unnatural and may promote hostility

and defensiveness Paired with verbal prompt

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Shaping

Uses the reinforcement of successive approximation to a desired behavior to teach new behavior

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Extinction

when a previously reinforced behavior is no longer reinforced, its rate of occurrence decreases. All learning principles are defined on the basis of what actually happens, not what we think is happening. The behavior stopped when the positive reinforcer was withdrawn.

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Stimulus control

describes a relationship between behavior and an antecedent stimulus ( an event or condition occurring before the behavior is performed). The antecedent condition or event now serves as a signal or cue for the behavior.

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Operant conditioning

Deals with behaviors usually thought of as voluntary rather than reflexive. Operant conditioners are concerned primarily with the consequences of behavior and the establishment of functional relationships between behavior and consequences. Skinner -described the concept of operate

conditioning, also the promotion of the use of valid and reliable methods

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Classical conditioning

This type of conditioning is concerned with respondent behaviors that are not controlled by the individual and are referred to frequently as involuntary, reflex behaviors or unconditioned responses.

Pavlov - father of classical conditioning. His meticulous approach advanced the scientific

approach in the study of behavior

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Associationism – The Law of Effect any act which in a given situation

produces satisfaction becomes associated with that situation, so that when the situation recurs the act is more likely than before to recur also

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The Law of Exercise

a response made in a particular situation becomes associated with the situation. The relationship of the Law of Effect with the principle of positive reinforcement is obvious. The Law of Exercise is similarly related to the stimulus control principle. (Thorndyke)

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Applied Behavior Analysis

Expanded laboratory principles of operant conditioning to everyday situations and settings.

Baer, et al. (1968, 1987) state that ABA ought to be applied, behavioral, analytic, technological, conceptual, effective, and capable of generalized outcomes.

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SO…...

To qualify as a behavior it must be observable and quantifiable. We must be able to see, hear, feel or even smell the behavior. To make it meaningful, some way of measuring the behavior in quantitative terms must be established (how much, how long, how often).

So if you can see it, hear it, feel it or smell it, it’s observable. If you can count it or measure it, it’s quantifiable.

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Project 1: Identify a participant

Worth 5 points You will choose a participant with whom you

will have an opportunity to institute a behavioral change technique to INCREASE a target behavior.

Describe the participant in terms of gender, age, occupation, or other pertinent information.

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Chapter 2

Behavior modification refers only to procedures derived from the experimental analysis of human behavior

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Examples of ABA and BM procedures ABA- the systematic

changing of behavior by the application of behavior principles: positive reinforcement negative reinforcement punishment extinction stimulus control modeling shaping

BM-procedures derived from the experimental analysis of human behavior hypnosis psychosurgery brain implants drug therapy electro convulsive shock

treatment

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Aversive or exclusionary procedures may create problems in two ways: Their misuse is common and

often described by users as behavior modification

Their use, even when appropriate, causes more concern than other behavioral procedures

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Interactions between behavior and environment are reciprocal. One does not operate in a vacuum.

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A therapeutic environment – safe, humane, and responsive to individual needs

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What is your reaction to full inclusion? Inclusion is a civil right and it is

unethical to exclude any student, regardless of the effects it will have on typical students or those with disabilities.

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Services whose overriding goal is personal welfare – behaviors targeted for change should be those whose change will benefit the STUDENT (not the convenience of the caregivers, teachers or institutions).

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Treatment by a competent behavior

analyst Programs that teach functional skills

– students need to learn skills that will enable them to function effectively in their environment. Teaching those skills should be the primary focus of every student's educational program. Development of in the student that leads to improved learning or social interaction, constructive behavior.

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Behavioral assessment and ongoing

evaluation –

Most effective treatment procedures available – proven effectiveness.

Accountability – teachers are accountable to their profession, community, administrative superiors, parents, students and themselves.

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Suggestions for ethical use

Assure competence of all staff members

-Choose appropriate goals -Ensure voluntary participation -Be accountable

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Basic Assumptions of ABA Behaviors are learned Most behaviors are stimulus specific Behaviors can be taught, changed or

modified Behavior change goals should be specific

and clearly defined Behavior change programs should be

individualized, focus on the here and now, & on the child’s environment.

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Myths and misconceptions about ABA Changing another person’s behavior is coercive. The use of reinforcement to change behavior is

a form of bribery. Children will learn to behavior appropriately only

for reinforcement Children should ‘work’ for intrinsic reinforcers All children should be treated in the same way

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Ch 3

Reasons for writing behavioral objectives:

.clarify the goals of a behavior-change program and facilitate communication among people involved in the program

.clearly stated target for instruction facilitates effective programming by the teacher and ancillary personnel.

.provide for precise evaluation of instruction

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pinpoint behavior –

What does the student do? What exactly do you want the

student to do?

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Educational goals Educational goals provide the

framework for the academic year. Should evolve from assessment information and be correlated with curriculum planning.

Establishment of goals – evaluation data from school psychologist, education, adaptive behavior, therapeutic services, physical health see book pg. 63-4

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Other factors

rate of development, physical and communicative capabilities, inappropriate behaviors, skills the students lack for functioning in the home and school, amount of instructional time, prerequisites, functional utility of skills, availability of specialized materials, etc.

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Educational goal: statements of annual program intent

Behavioral objectives: statements of actual instructional intent, usually for a 3-4 month period for individuals with more severe disabilities and for the length of time of the school’s grading period for students with mild disabilities (p.65).

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What’s wrong with this objective?Sharmaine will understand the math

concepts of addition, subtraction, multiplication, and division.

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Write goals in observable and quantifiable terms Behavioral objectives: Identification of learner Identify target behavior Identification of the conditions of

intervention Identification criteria for acceptable

performance Several formats are available on pages 37-39

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Hierarchy of Response Competence generalization maintenance

(increase functional use of a response)

fluency acquisition

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definitions

Acquisition - ability to perform a newly learned response to a certain criterion

Fluency - the rate at which a newly acquired response is performed

Maintenance-ability to perform a response over time without re-teaching

Generalization - ability to perform the behavior in untrained situations

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Four dimensions of Generalization The ability to perform a behavior when

presented with various instructionsmaterialssettingspersons

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Hierarchy of Levels of Learning

Evaluation Synthesis Analysis (inc functional use of a

behavior)

Application Comprehension Knowledge

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Definitions (Bloom, 1956)

Knowledge - recall or recognition of information Comprehension - understanding of meaning Application - use of a method, concept, or theory in

various concrete situations Analysis - ability to break down materials into parts in

order to identify the parts, discuss their interrelationship, and understand their organization to as a whole

Synthesis - ability to bring parts together resulting in a different, original, or creative whole

Evaluation - ability to make a judgement of value

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Central issue for kids that are

difficult is the frequency or degree. Noncompliance – not following a

direction within a reasonable amount of time

Pain control behaviors – (Process to force a request to be withdrawn by the teacher) by arguing, whining, excuse-making, delays, tantrums, aggression, and property destruction.

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Impacts academic and social skill

development. Develops a deficit in self-management skills or rule following behavior.

Issues in academic deficits – reading writing spelling and arithmetic are critical

Parallel behaviors include on task behavior and academic learning time

Difficult students have a significant reduction in their on task time.

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Social skills – usually socially

immature, pushy, non-cooperative, bullies, or students who must always be in control. Social skills must be taught, practiced, and then tried in natural peers interactions.

Lack of rule following and self-management skills – immediate gratification, not learning self management skills

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basic steps for the development of self management

.learning to comply to requests

.learning self control.learning problem solving skills

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Behavioral excesses include

noncompliance, arguing, excuse-making, throwing tantrums, and aggression

Deficits include; academic and social skills, rule following and self – management skills

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Assessment is important for the following reasons – accurately identify a student, determine exact problem behavior(s) that will require some type of program, and use a standard measurement approach to evaluation to determine whether progress is made after a program is started.

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Reliability – how consistent across time or raters

Validity – measures what it purports to measure

Standardized – good reliability and validity, based on hundreds or thousands of students

Standard deviation – measure of variability and can help define deviant or abnormal scores

T & Z scores – Mean score of a t score is 50 Mean score of z score is always zero