Professional Documents
Culture Documents
Presented by Mae Barker, PhD, BCBA-D Florida Autism Consultants & Educational Services mae@facesjax.com
A Regional Workshop hosted by PEPSA & CARD Feb. 9, 2012
The longer a behavior problem continues, the harder it is to change We should assess the students overall well-being and how it may relate to the students behavior (e.g., medical needs, family situation, problems outside of school that may factor into students behavior)
Systematically applying management strategies when the student engages in problem behavior Collecting data to judge the effectiveness of using the above strategies
Looking at Behavior
Lets look at Sam
Looking at Behavior
What did you see?
Antecedent: What happens before the behavior? Motivation: Events that contribute to the behaviorinfluence students motivation to engage in behavior (deprived of attention, illness, hungry, tired) Behaviors: What is the student doing? Consequences: What happens after the behavior? What are consequence(s) that could be strengthening the behavior?
Looking at Motivation
We dont just respond to things in our environment. We respond when we have a need to do so! When looking at motivation, consider
The students preferences The students current state of need (i.e., deprivation)
Looking at Antecedents
What happened prior to the problem behavior?
4. Progression of behavior: Is there a build-up of the behavior? (Ex: whining screaming falling to the ground)
Looking at Consequences
What happened after the problem behavior?
Common Maintaining Consequences: Does the student obtain preferred items or activities by engaging in P.B.? Does the student escape or avoid a task by engaging in P.B.? Does the student obtain attention by engaging in P.B.? Does the student obtain sensory stimulation (automatic reinforcement) by engaging in P.B.?
Motivation Antecedent What could What seems to motivate your trigger your child to childs response? engage in this What is happening response? immediately before your childs response?
Consequence Likely function What happens of the after your childs behavior? response? What do you think your child achieves by doing this behavior?
Playing Playing alone, alone, peers playing likes nearby attention from kids
Approaches peers, Makes rasberry sound towards them, then hits Max, and then scratches him
Attention
Access to preferred item/activity Removal of task/demand/ work Enjoyment from the act itself (stimulation) Other???
If we recorded several other similar episodes for Sam, our hypothesis would likely be:
Sam engages in aggressive behavior towards his peers for attention.
Brady is a PreK student with Developmental Disabilities. He is learning to independently go potty. Throughout the day, his teacher will tell him to go potty. As soon as he is told this, he starts to scream and protest. Sometimes, he will also run away from the adult. When the teacher or aide escort him to the bathroom, he often continues to protest and refuses to go to the bathroom (although he is capable of doing so). The teacher and aide often respond to his outbursts by continuously telling him to go potty while remaining in the bathroom with him. They do not allow him to leave the bathroom until he eliminates, but this may take up to 20 minutes before he complies.
Motivation Antecedent What could What seems to motivate your trigger your child to childs response? engage in this What is happening response? immediately before your childs response?
Consequence Likely function What happens of the after your childs behavior? response? What do you think your child achieves by doing this behavior?
doesnt Told to go to Screams, like to go the bathroom runs away from teacher, potty by teacher
Teacher directs him to bathroom, repeatedly tells loudly him to go potty, protests in stays in bathroom with bathroom, goofs off in him until he is done
Attention
Access to preferred item/activity Avoids/Escapes task/demand/ work Enjoyment from the act itself (stimulation) Other???
bathroom
FBA Resources
Center for Effective Practice and Collaboration: http://cecp.air.org/fba/ Autism Training Solutions: www.autismtrainingsolutions.com Functional Behavioral Assessment, Diagnosis, and Treatment: A Complete System for Education and Mental Health Settings by Ennio Cipani and Keven Schock
Being Proactive: Can we prevent challenging behavior from occurring in the first place?
Proactive Strategies
Require the educational professional to
1. Know what he/she wants the student to do at all times!
In other words, you must know what behaviors would be most appropriate for the student to perform across places, people, and situations
2. Structure the environment in a way to promote these behaviors 3. Teach appropriate student behavior (as one would think about teaching academic skills)
Consequence Interventions
Reinforcing the student for engaging in desired behaviors Changing consequences for problem behavior
Great Resource
http://www.browardprevention.org/resources /prevention-curriculum-infusion/champs/
Video examples of using CHAMPS across the grade levels
Classroom Zoning Plan Erins Classroom Time/ Activity 7:30-8:15 Teacher Arrival 8:15-8:30 Arrival/ Bathrooming Erin Getting materials ready for the days activities Remains in room, getting folders ready, helping students put away lunches, assisting with bathrooming Assisting A with choice time Maria Check on schedules / food Pick up T Pick up A Pam Check on schedules / food Pick up T Assists with bathrooming and putting things away Comments/ Contingency
Accompanies T to kindergarten
B is at Ms. Coverts Maria or Erin may switch w/ A and other person can help prepare activities
Remain in class; get materials ready for snackPECS, food, etc. Trainerprovider of foodperson students communicate with Trainer for PECS
Go to inclusion with A ; Structure choice time when return to class after he is finished Facilitate / prompt PECS
Accompany T to inclusion
9:30-9:45 Circle (all) 9:45-9:30 Circle (class) Choice Time 2/6/2012 (Andrew)
Facilitate T Facilitate T
Assist A with bathroom; transition him to Independent Work; assist in independent work Facilitate A Structure As choice time; target play skills in structured play area?
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Avoid the bad habit of I only respond to you when you are misbehaving Avoid coercive means of controlling student behavior (Do this, or else. )
Homework Assignment
1. Videotape yourself during an instructional period 2. Watch the video and count how many times you reinforce student behavior 3. Next, set a goal for yourself to increase this # by at least 3! Repeat steps 1 and 2 and also look at the difference in your students behavior.
Dont jump off the bridge just because others are doing it
In other words avoid mindlessly copying how others may respond to behavior or set up classwide behavior systems
Identify the Positive Opposite: What is the positive behavior that youd rather your child do? = EXPECTATION
Ex: Calmly follow the direction to complete homework when asked the first time
Example Prompts
Put your homework in the red basket please. Chew with your mouth closed please. Wait in line with your hands by your side please. Sit down at the table and complete your writing worksheet please.
Benefits of Schedules
Promotes independence and purposeful selfdirection Can be used to motivate students to perform certain activities
Premack Principle First, Then ordering of pictures
Schedules
How to Teach a Student to Follow a Schedule
www.rethinkautism.com
Recommended Book:
Activity Schedules for Children With Autism: Teaching Independent Behavior by McClannahan & Krantz (1999)
Positive Reinforcement
Why use positive reinforcement?
Positive reinforcement = the delivery of a consequence following a behavior that increases the likelihood that that behavior will occur again!
Identifying Reinforcers
Determine students preferences identify potential reinforcers that could be used to strengthen desired skills Observe student: What does he/she play with? Look at? Grab for? Ask for? Ask the parent or the child
See Reinforcer Survey handout
Audience Exercise
See Reinforcer Survey in your handouts
Reinforcer Assessment for Individuals with Severe Disabilities (RAISD)
Fisher, W. W., Piazza, C. C., Bowman, L. G., & Amari, A. (1996). Integrating caregiver report with a systematic choice assessment to enhance reinforcer identification. American Journal on Mental Retardation, 101, 1525.
As the child more readily engages in the desired behavior, you will fade out use of reinforcement.
Token Economy
Reinforcement program for increasing student engagement in desired behaviors (e.g., completing work, following directions, sitting in seat for circle time) We give tokens following students engagement in desired behaviors
Tokens could be stickers, check marks, pennies, etc.
Keep in mind
When teaching new skills, tokens should be delivered continuously (1 behavior = 1 token).
As the student becomes proficient, tokens can be delivered less often (example: 4 behaviors = 1 token)
The payoff needs to match the behavioral expectation. Are tokens being delivered often enough? Write on the token strip the rules for earning tokens. This is essential for successful use of the token economy by staff.
3. Teach the student by prompting and reinforcing the appropriate communicative response and not reinforcing the problem behavior (Differential Reinforcement).
Example: When students says, Toy, he is handed a toy. When he grabs for toy, his grab is blocked and he doesnt receive the toy.
Cooper, Heron, and Heward (2007). Applied Behavior Analysis, 2nd Edition. Upper Saddle River, NJ: Pearson Education.
Antecedent
When student is required to perform a undesirable task When student is required to perform a undesirable task
Behavior
Consequence
He will say, May The teacher will allow I take a break student to take a break now?* from task =Negative Reinforcement And he engages in problem behavior He will be required to continue working on the task and the timeout intervention will be discontinued = Differential reinforcement
*Must take into account students communicative ability when specifying replacement communicative response to be taught and reinforced. Cooper, Heron, and Heward (2007). Applied Behavior Analysis, 2nd Edition. Upper Saddle River, NJ: Pearson Education.
Antecedent
When students access to preferred materials is restricted
When students access to preferred materials is restricted
Behavior
Consequence
He will say, Can And the teacher will I have that back, provide access to the please?* preferred materials
And he engages in problem behavior He will be redirected to engage in the desired communicative response when the student engages in this response, he will be given the preferred materials (differential reinforcement)
*Must take into account students communicative ability when specifying replacement communicative response to be taught and reinforced. Cooper, Heron, and Heward (2007). Applied Behavior Analysis, 2nd Edition. Upper Saddle River, NJ: Pearson Education.
Example Intervention Options for Behavior with Sensory (Automatically Reinforced) Function
Intervention
Teach a new behavior
Antecedent
When student is motivated to engage in behavior for sensory stimulation
Behavior
Consequence
He will be The student will be directed to allowed to engage in functional this activity activities that provide this form of stimulation
Decrease Student is directed Student Student obtains motivation to on a schedule (based engages in sensory stimulation engage in on FBA data) to sensory (decreasing desire to behavior perform sensory activities for engage in instances of (noncontingent activities specified time future behavior) reinforcement) Note: If the behavior compromises the safety of the individual or others (e.g., eye poking), it may be appropriate to use also use an extinction or punishment procedure to reduce the behavior. However, this should be done under the guidance of a Board Certified Behavior Analyst (BCBA). Cooper, Heron, and Heward (2007). Applied Behavior Analysis, 2nd Edition. Upper Saddle River, NJ: Pearson Education.
Antecedent
When adult or peer attention is diverted from student When adult or peer attention is diverted from student
Behavior
He will say the persons name
Consequence
The adult or peer will provide attention
He will earn tokens And the teachers will during provide him with 1:1 time independent work after his token strip is full. time on a variable schedule (#) reinforcement To increase the probability that Brian will work independently Which will increase adult opportunities to praise and attend to appropriate behavior
During indep work times, adults will provide attention to Brian every 5 minutes
Cooper, Heron, and Heward (2007). Applied Behavior Analysis, 2nd Edition. Upper Saddle River, NJ: Pearson Education.
Other Helpful Resources www.autismtrainingsolutions.com excellent training modules www.rethinkautism.com excellent training videos www.autisminternetmodules.org great site for training materials Center for Effective Practice and Collaboration: Great site with information on educational issues and behavior management. Free manuals and data sheets can be downloaded for free. http://cecp.air.org/ Online Manuals on Conducting a Functional Behavioral Assessment These are excellent and also have data sheets