How Can You Help That Behavior At Home

How Can You Help That Behavior At Home And School? Allison Garofalo, M. A. Becky Horrocks, M. Ed.

What Is Behavior? *Behavior is the activity of living organisms *Human behavior is everything people do *B. F. Skinner proposed that environment acts on the organism and the organism acts on the environment (Radical Behaviorism) gave birth to rise of applied behavior analysis Cooper, Heron, & Heward, 2007

What is Behavior? Behavior can be determined by applying the Dead Man's test: Ogden Lindsley (1965) said: If a dead man can do it, it isn't behavior. And if a dead man can't do it, then it is behavior. • Cooper, Heron, & Heward, 2007

What is Behavior? Skinner said that everything is behavior and included thinking • He created the operant conditioning paradigm of: Antecedent-Behavior-Consequence A-----B-----C • Cooper, Heron, & Heward, 2007

A----B----C Antecedent - Behavior - Consequence 3 term contingency Skinner used to explain human behavior All behaviors have something that happens before (antecedent) and after (a consequence) We can recognize and alter behavior by examining the antecedents, behavior, and the consequences Cooper, Heron, & Heward, 2007

A-B-C Example: Every time Joe hears his mother say "time for dinner", Joe screams and hits his head. His mother hugs him and rubs his back to calm him down. Wolfe, Pam (2008). Penn State DVD Lecture Series.

A-B-C Example: Jim's teacher says time to get your homework out. Jim throws his books on the ground. Jim's teacher lets him take a break for ten minutes

A-B-C Example: The teacher says "Get your jacket for recess. Anna gets her jacket and stands in line. her teachers says "Good job Anna"!

If one looks at Antecedent-Behavior. Consequence, one can begin to determine the function(s) of the behaviors

All Behaviors Have a Function Behaviors may serve two different types of functions: To obtain something desirable (Positive Reinforcement) and To avoid something undesirable (Negative Reinforcement) O'Neill, Horner, albin, Sprague, Storey, and Newton 1997

Functions Of Behavior Further Defined: Under these functions there are categories. All of the functions and the categories within them involve: "interactions with the environment or people. "

Exhibited Fall Under These Categories: To gain access to attention (positive and negative attention) To gain access to tangible items or activities To gain access to internal stimulation (sensory) To escape or avoid attention (positive and negative) To escape hard tasks, changes in routine, or unpredictability To escape/avoid internal stimulation that is aversive like itching, hunger, or pain O'Neill, Horner, Albin, Sprague, Storey, & Newton, 1997

This Means. . Both undesirable and desirable behaviors are learned and maintained through interaction with the social and physical environment It is important to think about what may be reinforcing to one child may be aversive to another Cooper, Heron, & Heward, 2007

How Do I Determine What is Causing The Maladaptive Behavior ? A Functional Behavioral Assessment is an assessment that determines the function of behavior and is conducted by trained staff An FBA serves three functions: 1) It uncovers the function or the purpose underlying the child's behavior 2) It identifies the relationship between the ecological context and the behaviors 3) It culminates in the design of an intervention plan O'Neill, Horner, Albin, Sprague, Storey, & Newton, 1997

A-B-C Example #1 Antecedent: J's mother says "Time for dinner" Behavior: J screams and hits his head Consequence: J's mom hugs him and rubs his back J screams and hits his head at a high rate every time his mother asks him to come to dinner Function: Attention in the form of positive social reinforcement

A-B-C Example #2 Antecedent: K's teacher says "Time to get your homework out" Behavior: K throws her books Consequence: K's teacher lets her take a break for ten minutes The behavior continues to increase every time the teacher asks K to do anything related to academics Function: Escape from task demands

A-B-C Example #3 Antecedent: Z's teacher says "get your jacket for recess Behavior: Z gets his jacket and lines up Consequence: Z's teacher says "Good Job!" Z continues to get his jacket every single time his teacher asks him to for the rest of the school year Function: Positive reinforcement - social attention

A-B-C Example #4 Every time that S's dad puts on the football game, S begins to fall on the floor and scream. S's dad turns off the T. V. Antecedent: Football game Behavior: Falling on the floor screaming Consequence: Termination of the football game S continues to fall on the floor every Sunday before the football game Function: Negative Reinforcement - escape from unpredictability

A-B-C Example #5 Every time T wants his favorite toy he screams. His family members give him the toy. T stops screaming. Antecedent: T wants his favorite toy Behavior: screaming Consequence: T receives the toy and stops screaming In the future T screams for all of his toys Function: Positive social reinforcement tangible item Function for family members: Negative

Other Factors To Consider 1. Setting events 2. Predictors

Setting events examples 1. medications 2. Medical or physical problems 3. Sleep cycles 4. Eating routines and diet 5. Daily schedule 7. Staffing patterns and interactions O'Neill, Horner, Albin, Sprague, Storey, & Newton, 1997

Antecedent events (predictors) 1. Time of day 2. Physical setting 3. People 4. Activity O'Neill, Horner, Albin, Sprague, Storey, & Newton, 1997

Reinforcement Two types Positive - when a behavior is followed immediately by something that increases similar responses in the future Negative - a behavior produces the termination or removal of something that increases the future occurrence of the behavior

Reinforcement Methods 1. The only way to ascertain if the procedures one is using are reinforcing is if there is an increase in behavior 2. What is reinforcing for one person may not be for another 3. A reifnforcer must occur during or immediately after the behavior to be increased 4. Reinforcement must be contingent on behavior 5. Reinforce frequently while strengthening a new behavior

Examples of positive reinforcement • Hugs, pats on the back, sitting or standing near a person, social praise (attention) • Earning a sticker or a preferred toy (social tangible) • Anything that is given that increases a behavior Cooper, Heron, & Heward, 2007

Examples of negative reinforcement • Child completed homework all week and is given a pass to use for no homework any night they choose • Child completes a difficult task and earns a break from class for 2 minutes • Child hates lima beans, but tries three bites and can throw the rest away (YUCK!) (Behavior of trying undesirable food increases)

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Punishment 2 Types Positive - adding something to a behavior that makes a behavior decrease Negative - removing something that makes a behavior decrease Cooper, Heron, & Heward, 2007

Punishment Methods The only way to ascertain if one is using a punishment method is if the behavior decreases

Punishment Would this man make you intrinsically want to change your behavior? Or would it scare you into changing?

Why Punishment Does Not Always Work Punishment must be delivered at intense levels to permanently decrease behavior. Once it is discontinued, the behavior may spontaneously recover Cooper, Heron, & Heward, 2007

Extinction is Withholding Reinforcement 3 Types • Behavior maintained by positive reinforcement – withhold reinforcer • Behavior maintained by negative reinforcement – withhold reinforcer (prevent escape) • Behavior maintained by sensory consequences (automatically reinforced) – withhold reinforcer = prevent person from experiencing consequences (Block) and teach socially acceptable behavior • Look out for the extinction burst!!! Lee, David. (2008). Penn State DVD Lecture Series.

Example of extinction burst

Classroom Management Ideas To Prevent Behaviors • Group Contingency: Presentation or loss of a reinforcer is contingent upon the behavior of: An individual within the group A segment of the group The whole group Group contingencies save time, are equally effective, and can reduce large number of disruptive behaviors without individual plans • Sticker charts • Increase positive verbal praise of appropriate behaviors, decrease verbal redirections for negative behaviors. Ruhl, Kathy. (2008). Penn State DVD Lecture Series

Examples: • When Julie submits 4 homework assignments, the whole class gets to have a party on Friday • When Julie submits 4 homework assignments, she gets to participate in the party on Friday • All members of Julie’s group submit 4 assignments. Julie and all members of her group earn a party. All members, but Julie submit 4 assignments. No one in the group earns a party. • Julie does all of her homework at home with out exhibiting unwanted behaviors for 1, 2, 3, 4 or 5 days she can earn a special treat • Julie participates with the family for family functions (dinner, outings, parties, etc. ) without displaying unwanted behaviors she can earn a Ruhl, Kathy. (2008). Penn State DVD Lecture Series

Examples continued… • Good behavior game – 2 or more teams, whoever gets lower points = reward for class (points must be given for not good behavior) • Good student game – student self-manages (self check off sheet at end of each period that teacher reviews for accuracy) • Hero procedure- individual earns reward for the whole group and becomes a hero to the group • Behavior Contracts with individual students/children

More Ideas • Set up a signal for behaviors, transitions and when the behaviors need to reeled in. • In my room we use the phrase “everybody” to let the class know there is a group instruction coming • We also use a hand up and point to the palm to let children know to wait when they interrupt. It was written on my hand for a few weeks until they understood the signal. • What are some techniques you use in your room or home? ? http: //www. cccoe. net/social/classroommanagement. htm

More ideas to use in classroom • "Give Me Five. ”: Extend five fingers out on your outstretched arm. This means "two eyes watching, two ears listening and one mouth closed. " The students will usually give the "high five" gesture back and begin paying attention. • Music: Play calming music throughout the day in the classroom. Studies have suggested that calming music without vocals helps relieve stress. Mood, classical or instrumental music may be tried to wee which is most effective for your students. • Give each student his or her own small water bottle. They may be allowed to refill it throughout the day as needed. This helps keep the students hydrated, which results in increased mental alertness. http: //www. cccoe. net/social/classroommanagement. htm

Case Study • John Doe is a 7 year old male in a typical classroom setting. He is in the “advanced” math group. • On 8/10 observations, he asks to go to the bathroom when math is about to start. • When he comes back he is off task on 7/10 (drawing, talking, head down, making comments that are not about the lesson) observations. • He has been out sick for 4/5 unit tests. • He has completed 1 out of the last 10 homework assignments. • It has been reported that he was the top student in his math class last year. • He is now in danger of failing the subject.

Q & A

References • Cooper, Heron, & Heward (2007). Applied Behavior Analysis: Second Edition. New Jersey. Pearson Education, Inc. • O'Neill, Horner, Albin, Sprague, Storey, & Newton ( 1997). Functional Assessment and Program Development for Problem Behavior. A practical handbook. Second Edition. Pacific Grove, CA. Brooks/Cole Publishing Company. • Classroom Mangagement Strategies. Retrieved from: http: //www. cccoe. net/social/classroommanagement. ht m

References • Ruhl, Kathy. (2008). Penn State DVD Lecture Series • Lee, David (2008). Penn State DVD Lecture Series • Wolfe, Pam (2008). Penn State DVD Lecture Series