"promoting positive behaviors" by stacy layer- adapted aquatics conference 2012
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Promoting Positive BehaviorsPromoting Positive Behaviors Stacy A. Layer, MA, BCBA Behavior Analyst, Manager
and
Julie Sevilla Aquatics Coordinator
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MMiamiiami CChildren’shildren’s HospitalHospital
Dan Marino Outpatient Center ◦ 2900 S. Commerce Pkwy, Weston, FL
33331
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MMiamiiami CChildren’shildren’s HospitalHospital
Dan Marino Outpatient Center ◦ 20,000 gallon, heated, covered pool
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Needs AssessmentNeeds Assessment Find out what goal(s) the family or caregiver hopes
to accomplish through swim lessons. Determine the child’s diagnosis, physical and
cognitive limitations, communication abilities, and levels/types of problem behaviors.
Learn about any medical considerations and allergies the child may have.
Determine the child’s preferred games, toys, activities, and form of praise and reward system.
Determine the child’s preferred method of teaching to facilitate learning (prompts, instructions, visual supports).
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StrategiesStrategies Be prepared!
◦ Minimize transition time between activities ◦ Keep children engaged at ALL times
Establish rules and review at start of EVERY activity and frequently throughout activities
Transitions: Provide verbal warnings prior to changes in activities
Demonstrate the new skill Keep the fun in fundamentals Always end on a good note
◦ Stop activities while interest is high Provide pro-active choices Follow a consistent schedule Carefully select demands and follow through always
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Strategy: Create RulesStrategy: Create Rules
Be brief and clear Avoid rules that start with “no” or
“don’t” ◦ The child what to do and give rules that are
incompatible with undesirable behavior ◦ Example: “Keep your hands and feet to
yourself” versus “No hitting, kicking or pushing”
Praise or reinforce rule following more often than you call attention to rule breaking
Post rules using both written words and pictures or symbols
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Promoting Instruction FollowingPromoting Instruction Following Use a participant’s name prior to a specific instruction
or comment When giving directional instructions, label landmarks ◦ Tell the participant to “swim to the ladder” instead of “swim over there”
Use the least number of words possible in your instructions ◦ Say, “swim to the wall” instead of, “now we are going
to swim over to the wall nice and fast”
Give one set of directions at a time Check for understanding by asking participants questions
such as, ◦ “Where will you stop?” ◦ “How many laps will you do?”
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StrategiesStrategies
Only the materials relevant to the target skill should be within the child’s reach
Minimize potentially aversive aspects of the lesson and transitions ◦ Warnings ◦ Non-directive prompting ◦ Choices ◦ Errorless Teaching
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Prompting StrategiesPrompting Strategies
Errorless: If there is no or little likelihood that the child can perform the skill
Three-step prompting: If there is some or a high likelihood that the child can perform the skill
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EEasierasier saidsaid thanthan done…done…
If all else fails, here are some behavioral tips!
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Human BehaviorHuman Behavior Behavior is ◦ a function of both genetic and physiological factors as well as each child’s history of personal experiences (Cooper, Heron, & Heward, 2007).
◦ Anything a person says or does that can be observed by more than one person
◦ Does not include internal events, such as thoughts or feelings
◦ DOES include behavioral bi-products of internal events
Respond to behaviors, not perceived emotions
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Behavioral FunctionBehavioral Function
Topography is what the behavior looks like Function is why the behavior occurs
Topography ≠ Function
Focusing on function will help you respond
effectively
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Behavioral FunctionBehavioral Function
Behavior Not Behavior
Crying Being sad, scared, or
upset
Smiling Being happy
Kicking Mad or angry
Hand Flapping Sensory or self-
stimming
Compliance Ignoring, defiant
Heart Palpitations
w/Sweating Anxious
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Functions of BehaviorFunctions of Behavior
Socially Mediated ◦ Access to Attention ◦ Escape from Demands/Aversive Situation ◦ Access to Tangible Items
Non-socially Mediated ◦ Automatic/Sensory Input
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Example BehaviorExample Behavior
Tantrum ◦ Crying ◦ Yelling ◦ Flopping to floor ◦ Hitting ◦ Kicking ◦ Throwing objects
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Attention Maintained TantrumAttention Maintained Tantrum Attention includes: ◦ Eye contact ◦ Any vocal response Reprimands, praise, comforting, shhing
◦ Physical contact Hugs, pat on the back
◦ Non-verbal reactions Gasping, laughing, thumbs up
◦ Facial Expressions Smiling, frowning
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Attention Maintained TantrumAttention Maintained Tantrum
Indicators: ◦ Child looks at you or caregiver prior to engaging
in the behavior ◦ Behavior begins when caregivers are engaged in
conversation and not focused on the child ◦ Behavior stops temporarily when attention is
provided
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Attention Maintained TantrumAttention Maintained Tantrum
Proactive Strategies: ◦ Provide children with some form of attention
every couple of minutes ◦ Ignore any behaviors you do not want to see
repeated
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Attention Maintained TantrumAttention Maintained Tantrum
Reactive Strategies: ◦ Ignore the behavior, not the child ◦ Continue activity without disruption ◦ Do not make eye contact ◦ Wait to provide attention until a desirable
behavior occurs
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Escape Maintained TantrumEscape Maintained Tantrum
Escape includes: ◦ Delaying compliance or aversive event Repeating instructions multiple times Providing “1 more minute”
Waiting until child is calm – this may never happen!
◦ Avoiding compliance or aversive event completely
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Escape Maintained TantrumEscape Maintained Tantrum
Indicators ◦ Behavior begins immediately following a demand
or onset of aversive event ◦ Behavior decreases temporarily when a break
(escape or avoidance) is provided
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Escape Maintained TantrumEscape Maintained Tantrum
Proactive Strategies: ◦ Provide clear instructions Use minimal number of words during interactions
◦ Disguise instructions with games “My turn…Your turn…”
“Stick out your tongue like a frog catching a fly for dinner”
◦ Avoid asking too many questions Questions resemble demands
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Escape Maintained TantrumEscape Maintained Tantrum
Reactive Strategies: ◦ 3-step prompting Give directive instructions
Tell, Show, Help or Vocal, Model, Physical
◦ Do not stop or delay demand or aversive event
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Tangibles Maintained TantrumTangibles Maintained Tantrum
Tangible Items include: ◦ Toys ◦ Food/Candy ◦ Clothes ◦ Security blankets/pillows/dolls ◦ All objects
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Tangibles Maintained TantrumTangibles Maintained Tantrum
Indicators: ◦ Child requests an item and is denied prior to
engaging in the behavior ◦ Behavior begins when caregivers remove objects from child’s possession
◦ Behavior stops temporarily when items are returned
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Tangibles Maintained TantrumTangibles Maintained Tantrum
Proactive Strategies: ◦ Provide choices prior to undesirable behaviors
(NOT after) ◦ Arrange environment so that dangerous/enticing
items are out of reach Have child friendly items readily available
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Tangibles Maintained TantrumTangibles Maintained Tantrum
Reactive Strategies: ◦ Block access to items until an appropriate
request is made ◦ Once item is removed, continue activity without
disruption
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Automatic/Sensory Maintained Automatic/Sensory Maintained TantrumTantrum Automatic/Sensory input includes: ◦ Auditory stimulation from screaming ◦ Tactile input from hitting ◦ Visual stimulation from watching thrown objects
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Automatic/Sensory Maintained Automatic/Sensory Maintained TantrumTantrum Indicators: ◦ Behaviors occur regardless of socially mediated
consequences
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Automatic/Sensory Maintained Automatic/Sensory Maintained TantrumTantrum
How to Respond: ◦ Provide the sensory input proactively to prevent
problem behavior ◦ Provide alternative, appropriate means of gaining
sensory input ◦ Block inappropriate sensory input to prevent
future occurrences
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Healthy ConsequencesHealthy Consequences
Avoid saying, “No,” or “Don’t do that” ◦ Tell the child what he should be doing instead
Use positive, descriptive comments to the exclusion of negative phrases, criticisms, or empty threats
Remain calm
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Functional Functional ReinforcersReinforcers
Discover why the problem behavior occurs Use the specific behavioral function as a
reinforcer instead of arbitrary rewards ◦ Example: A child cries and throws tantrums
every time he is at a table-top activity because he would rather be up walking around and looking out the window. How could you reinforce sitting quietly?
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NOT Healthy ConsequencesNOT Healthy Consequences