MAY 21 , 2014

JENNIFER PEREZ, MSW, BCBAALEXIS SOMERS, MA, BCBA

Behavior Management

Overview

What is BehaviorSelecting a Behavior for ChangeUnderstanding Reinforcement and

PunishmentMain Functions of BehaviorEffective StrategiesBag of TricksQuestion and Answer

What is behavior?

The activity of living organisms - includes everything that people do.

Behavior is learnedBehavior serves a purposeThe dead man test

If a dead man can do it, it ain't behavior, and if a dead man can't do it, then it is behavior.

Selecting Behavior for Change

First, choose the behavior that you want to target This can be a behavior you want to increase or

decrease

• Increase – desirable behaviors - Examples: functionally equivalent skills, socially appropriate skills, communication skills, attending skills, etc.

• Decrease – undesirable/inappropriate behaviors - Examples: tantrums, noncompliance, physical aggression, etc.

The So What Test

Is there any evidence that the child’s behavior is harmful to his, or another family member’s, social, physical, or emotional well-being?

If the answer is “yes,” then target the behavior for intervention.

If the answer is “no,” then stop there OR target another behavior.

Fair Pair

If an inappropriate behavior is targeted to decrease, then a topographically similar incompatible behavior to increase should also be targeted.

This practice reduces the chance of symptom substitution or behavior covariation occurring.

Back to Our Dead Man’s Test

If a dead man can do the target behavior, then we do not have a fair pair.

If a dead man cannot do the target behavior, then we do have a fair pair.

Variables

Now that you’ve selected a behavior for change, you must understand the environmental variables effecting the behavior before you can successfully intervene

Do You Know Your ABC’s?

AntecedentA BehaviorB ConsequenceC

• Antecedent - environmental conditions or stimulus changes that exist or occur prior to the behavior of interest – “triggers”

• Consequence –a stimulus change that follows a behavior of interest – it’s what happens after the behavior. Can be positive, negative, or neutral.

Reinforcement

Reinforcement – when a behavior is followed by something that increases the likelihood that the behavior will occur again IN THE FUTURE

Positive and Negative The term positive refers to the presentation of

a stimulus event – giving something. Giving a hug, tickles, sticker, etc.

The term negative refers to the removal of a stimulus event – taking something unwanted away. Providing a break, etc.

A Little More on Reinforcement

Does a person have to be aware that a response is being reinforced for it to work? NO! The effect is automatic

It is critical that the consequence is delivered immediately following the target response Problems with delays to reinforcement

Other behaviors occur during the delay The behavior temporally closest to the

presentation of the reinforcer will be strengthened

Reinforcement is NOT bribery!

Punishment

Punishment – when a behavior is followed by something that decreases the likelihood of the behavior occurring IN THE FUTURE

Positive and Negative The term positive refers to the presentation of a

stimulus event – giving something. Yelling, extra chores, etc.

The term negative refers to the removal of a stimulus event – taking something away. Loss of privileges, taking away a toy, etc.

Again, it is critical that the consequence is delivered immediately following the response

Picking Out Your ABC’s

Johnny and his Grandmother take a trip to the grocery store. While walking down the cookie aisle, Johnny asks his Grandmother for a cookie. His Grandmother tells him “no.” Johnny begins to scream and falls to the floor. His Grandmother gives him a cookie.

What is the behavior of interest?What is the antecedent?What is the consequence?

Picking Out Your ABC’s

Janel is watching TV. Her father comes into the room, turns the TV off, and directs her to complete her homework. Janel begins to scream, curse, and try to hit him. He places Janel in a time out.

What is the behavior of interest?What is the antecedent?What is the consequence?

Picking Out Your ABC’s

Peter’s mother gives him a hug and praises him for doing a great job. Peter tells his mother to stop. Peter’s mother releases him from the hug and remains quiet.

What is the behavior of interest?What is the antecedent?What is the consequence?

Picking Out Your ABC’s

Kylie is playing with her dolls. Her sister Grace takes one from her without permission. Kylie smacks Grace on the head and takes the doll back. Grace never takes a doll away from Kylie without permission again.

For Kylie: What is the behavior, antecedent and consequence?

For Grace: What is the behavior, antecedent and consequence?

The Four Main Functions of Behavior

Escape or avoidanceAttentionTangibleSensory/Automatic

Functions of Behavior Continued…

It is critical to understand the “why” in order to intervene safely and effectively!!!!!

Three-Pronged approach to addressing problem behavior

1. Preventing problem behavior before it happens (Bag of Tricks)

2. Handing the problem behavior as it occurs (function based strategies)

3. Replacing the problem behavior (function based strategies)

3 General Steps

STOP – the behavior behavior before it starts set up antecedent manipulations

REMOVE – reinforcement for the behavior Identify the reinforcement (attention, escape,

stereotypy, access)

REPLACE – the behavior with one that meets the same need but is appropriate

Bag of Tricks (antecedent manipulations)

You know your child best so be prepared all the time!

When going out: Bring reinforcers Bring something to occupy down time when necessary Know their triggers and use your strategies

Set up environments so the problem behavior is less likely to occur (except when teaching replacement behaviors)

Examples of your Bag of Tricks

redirection to new topic FCT- functional communication training- giving child a question or sentence to say

to replace the behavior choices of transition activity to demand reinforcing activity choice token systems rule cards going over schedule warning stimulus 10-15 mins before transition discussion of transition contriving practice situations trading in tickets/tokens to play a game during less preferred activities doing fun things at different areas to condition those areas to be fun CHOICES pre-mack principle- giving child an if-then statement of if you do x then you get y. Social stories Schedule explain what he will be missing Removing certain items

If you think the function of a behavior is:ATTENTION

Ignore the problem behaviorIt will get worse before it gets betterAntecedent manipulations

Remove items the child can throw or destroy give attention for appropriate behaviors and spend

time with child Teach the appropriate way to get attention

If you think the function of the behavior isESCAPE

Keep the demand/request on and see it through Do 1 to 2 demands/requests after the initial request

before reinforcing your childTeach appropriate replacement methodsAntecedent manipulations:

Schedule Token system so child can anticipate break Warning stimuli

If you think the function of behavior isTANGIBLE

Do not allow access to items when it is not appropriate

Give choices for their acceptanceGive a lot of praise/reinforcement when child

accepts denied accessAntecedent manipulations:

Give child choices whenever appropriate Teach child acceptable answers when they are

unhappy with choices (you can still say No!) Set up situations to practice before going out

If you think the function of behavior isSENSORY/AUTOMATIC

Put yourself in their shoesFind a replacement that is more socially

appropriateTeach them how to access the reinforcer

appropriately and when it is appropriate to do it

Antecedent manipulations Only put items out that they are allowed to use Limit distracters if the stereotypy is visual Limit access to videos that cause vocal stereotypy

If it’s still not working!

Instructional control Are you paired? Are you creating motivating situations?

Motivation Do you have the highest reinforcers to work with? Did you isolate the reinforcer so it is potent? Did you assess their preference for the day?

Strategies Rate of reinforcement Potency of reinforcers Prompting procedures Quick and immediate

Brainstorm!

Come up with a behavior scenario (A,B,C) with a partner that you have seen with your child

What are 3 strategies you could use given the proposed function?

Questions?

Questions? Comments? Thoughts?