Home/ School Collaboration in Development of Effective

Behavior Plans

William R. Horn, Ph.D. BCBA-DPsychologist, Greenwich Public Schools

Demystify Behavioral Problems Establishing a Common understanding of

theoretical framework that is utilized in addressing behavioral issues.

Assumptions about Behavior How behaviors are learned Process for addressing Behavior Issues

within the GPS through the Application of the Principles of Applied Behavior Analysis.

Goals of Session

Theoretical Framework Used to Conceptualize Why We Behave the Way we do!

(A)PPLIED (B)EHAVIOR (A)NALYSIS

ABA

Applied behavior analysis (ABA) is the science of behavior and is the process of systematically applying interventions based upon the principles of learning theory to improve socially significant behaviors to a meaningful degree and to demonstrate that the interventions employed were responsible for the improvement in behavior.(Baer, Wolf, Risley, 1968; Sulzer-Azaroff & Mayer, 1991).

Definition of Applied Behavior Analysis(ABA)

Application of scientific principles of behavior to improve socially significant behavior to a meaningful degree.

Based on scientific research initiated by B.F. Skinner, developed and expanded by many other researchers and practitioners.

Continuously evolving Emphasizes the individual, use of positive

reinforcement to build useful behaviors, documenting effects of behavior change efforts using scientific methods.

Effective for teaching a wide range of skills to people with and without disabilities.

The only intervention for autism with sound scientific evidence of effectiveness for producing comprehensive, lasting improvements.

Gina Green, Ph.D.(1997)

APPLIED BEHAVIOR ANALYSIS(ABA)WHAT IS IT?

New Easy or “quick fix” Another fad treatment for autism A “miracle cure” Exclusively or mostly useful for managing “bad” behavior or

persons with “severe behavior problems” Anti-inclusion Treatment that turns children into “robots” Developmentally inappropriate Merely the occasional use of discrete trials, data, positive

reiforcement. A curriculum The discovery, invention, or property of one individual or program.

Gina Green, Ph.D. (1997)

Applied Behavior Analysis(ABA)What it is not!

MAIN IDEAS• Definition of Behavior• Discrimination between words that describe

feelings and words that describe behaviors• Operational definition of behavior• Two main types of behavior• Identification of examples of learned behavior• Defining and identifying examples of

Antecendents, Behaviors, and Consequences

THE ABC’S OF BEHAVIOR

Definition of Behavior?

Refers to a specific action that a person does that can be observed

Examples?

Definition of Behavior

Feelings vs. Behaviors

GOOD DISRUPTIVE

COOPERATIVE AGGRESSIVE

HYPERACTIVE UNMANAGEABLE

HELPFULCRIES

SITS DOWNSTUBBORN

YAWNSLAZY

TAPS PENCILBAD

PLEASANTCOMBS HAIR

NERVOUSCLASS CLOWNLITTLE ANGEL

(Example sheet 1 & 2)“Nervous”, “Class clown”, “Little angel”

A statement that describes very specifically the behavior to be observed.--Definition of the behavior in concrete observable terms (operational definition)

BEHAVIORAL DEFINITION(Operational Definition)

Provides clear communication between all involved.

Consistent Observations across persons/place/time

Allows us to determine if change has occurred.

Benefits of a Behavioral Definition

Be specific about you concerns by describing clearly the behaviors you wish to discuss

Express issues in behavioral terms. If someone is reporting to you about

something your child has done and is unclear or not specific enough, ask them to describe in behavioral terms what they are “talking about.”

To improve communications between parent/school/prof

Universe is orderly and determined. Behavior does not occur randomly Behavior does not happen in a vacuum Behavior always occurs within context Behavior happens in relation to other

environmental events Behavior is purposeful Behaviors have communicative intent

Assumptions about behavior

HOW ARE BEHAVIORS LEARNED?

What comes before the behavior What comes after the behavior

Behaviors are learned:

THEY ARE PART OF A THREE TERM CONTINGENCY

(RELATIONSHIP)A----------B----------C

Refers to those things that come before the behavior

Sets the stage for the behavior to occur Acts as a cue / signal to the learner to do

something(behave / respond) Antecedents can be an: a)object,

b)person, or c)event in the environment

Example sheet( #3--#5)

ANTECEDENT

BEHAVIOR?

Consequences refer to what happens immediately subsequent to the behavior

CONSEQUENCES

Operant Learning Model(Three -Term Contingency)

Antecedent Stimulus Behavior Consequence

“Name a Dinosaur” Tyrannosaurus “Well Done”

Icy Road Drive atNormal speed Avoid Accident

Phone Ring Pick up Receiver

Ans/No Ans

Activity Sheet --section 1

Consequences will determine the future occurrence of behavior

In general, consequences that are pleasant or rewarding to the learner typically result in the behavior occurring more often

In general, those consequences that are unpleasant or punishing to the learner typically result in behavior occurring less frequently

Activity sheet--section II

HOW DO CONSEQUENCES EFFECT BEHAVIOR?

A behavior is a specific action that can be observed Words such as “good” or “disruptive” reflect our feelings

about a behavior, they do not tell us specifically what the child does.

Being specific about a child’s behavior helps parents and teachers communicate more effectively

Most behaviors that we engage in are learned behaviors Learned behaviors can be analyzed by looking at the

antecedents and consequences. Both antecedents and consequences play an important role in determining whether or not a behavior will occur.

Rewarding or pleasant consequences (reinforcement) result in in an increase the frequency of the behavior. Punishing or unpleasant consequences (punishment) result in a decrease in the frequency of the behavior.

Summary

1. Need an operational definition of the behavior(s) (observable and measurable)

2. Must gather data regarding:a) Antecedents—where/when behavior as

operationally defined(1) is exhibited.b) Behavior--topography of the behavior—what

does it look like—intensity/duration/frequency.c) Consequences—what typically follows the

behavior

Why do you think we need this type of information?

So How Is All This Theory Employed to Help Us Understand Behavior?

Remember the Assumptions that we are making about behavior? Universe is orderly and determined. Behavior does not occur randomly Behavior does not happen in a vacuum Behavior always occurs within context Behavior happens in relation to other environmental events Behavior is purposeful Behaviors have communicative intent

Basically there is a payoff for the learner—allows us to acquire something we want!!

We will typically not persist with a particular behavior if it does not serve a FUNCTION for us –

The Key is to figure out WHAT is the FUNCTIONof the exhibited behavior. What is the learner gaining by continuing to

exhibit the behavior.

To Analyze the Function of the Behavior

1. Gain Attention2. Escape an aversive situation3. Acquire a desired obj./activity-Tangible4. Self-stimulation- Sensory

Four General Functions of Behavior

So How is This Model Put into Practical Implementation in GPS to Address Behavior Issues?

1) Positive Behavior Intervention Support Plan (PBIS)—for students in General Ed--- based on Response to Intervention Model (RTI).

2) Functional Behavioral Assessment (FBA) culminating in a Behavior Intervention Plan (BIP)—for student who is already receiving services under an IEP or who is suspected of having a disability.

Two Main Ways Processes Can Occur.

If you are interested in learning more about addressing behavior issues:

1. at home with your children,2. with co-workers or3. especially spouses or significant others!!!!

I would be happy to provide additional workshops that go into more depth.---just express an interest to Mary Forde, and I am sure we can work to make it happen.

WRH 9/29

Thank you all for attending and do hope that you found it helpful.