Understanding Behavior LARRY SCOTT KenTon School District lscott

Understanding Behavior LARRY SCOTT Ken-Ton School District lscott 2@kenton. k 12. ny. us

Agenda n n n Brain & Behavior Theory Triggers, Function, & Consequences Punishment Effective Positive Approaches Case Scenarios

Brain & Behavior n Over time our brains have evolved- new features have been added and old ones discarded as a result of social consequences, in order to better solve social problems n We have DNA encoded with information for innate behaviors. Babies are not born with blank brains (expects faces at birth, reasoning with animate/inanimate objects, crying to express needs) n Our brains are preprogrammed to express social behavior regardless of culture

Brain & Behavior n Nature and nurture: genetic components interact with various environmental influences and shape brain development/functioning n A carrier of a particular set of genes is associated with an 882% probability of committing a violent crime and 98. 4% chance of being on death row n Children with particular genetic material are more likely to develop conduct disorders and become violent criminals as adults. This outcome is much more likely if these children were abused n Children with the opposite genetic material were not likely to repeat the cycle of violence even if severely maltreated

Brain & Behavior n The brain has countless rivaling operations each competing for a single output of our behavior. Rational System n vs Emotional System A balance is optimal for the brain and behavior.

Emotional vs. Rational Emotional System Rational System n Involves internal states n Involves analysis of external events n Emotional system is evolutionarily old and shared with other species n Rational system is more recent and is one unique characteristic that separates us from other species n Emotional circuitry of the brain is associated with immediate reward and impulsive behavior (i. e. drug addiction) n Rational system consists of the lateral cortex circuitry associated with higher cognition and delaying gratification for longer-term rewards with higher return

Brain & Behavior n Brain Plasticity n Critical Periods: Birth to 5 & Puberty n Between approximately 10 to 18 months of age is critical for shaping of brain for attachments & emotional regulation n Brain is made up of countless neural circuits which govern behavior and habits

Brain & Behavior n Bad habits take over neural circuits in the brain n The more a bad habit is practiced the more space it occupies on a neural circuit, creating less space for good habits n Makes unlearning more challenging than learning n The more habitual and automatic a behavior the more complex and specialized the neural circuitry and the less conscious awareness n Early education and intervention

Brain & Behavior Prefrontal Cortex- Executive Functioning n Regulates attention/emotion, planning, organization, self-monitoring, and foreseeing/understanding consequences n Students with attention and emotional difficulty, usually have poor executive functioning Studies: 1. Emotionally supportive environments with meaningful praise, affection, & sensitivity better self-regulation 2. Emotionally neglectful environments poor self-regulation n Children with a history of trauma & emotional neglect often have dysfunction in prefrontal cortex n Middle school

Brain & Behavior n Evidence that behavior modification, talk therapy (counseling), & medication can change brain chemistry / functioning n Extrinsic motivation can change brain chemistry and increase intrinsic motivation over time n Psychotherapy: leads to decreased activation in prefrontal cortex (less blood flow) in patients who suffer from past trauma and/or anxiety n Depression, high stress, & trauma are associated with a smaller hippocampus and memory loss. Antidepressants have been found to mature hippocampus- increase neural circuitry

Behavioral Theory n All behavior serves a function or purpose. n All behavior functions within a system – environment, setting, or situation. n Environmental/situational factors create and maintain problem behavior. n By changing environmental factors and responses to behavior, it is believed that problem behavior can be replaced with pro-social behavior. n Behavior- internal & external control

Factors Influencing Behavior Student Characteristics Media/ Electronics Education Policies / Funding Emotional Functioning Peer Influence Physical Health Mental Health Needs Family Issues Teaching Style / Classroom Practices Sleep Cognitive and Academic Functioning

Picture Yourself and Your Own Behavior n Do I behave differently in certain situations and settings? n Do I perform better in certain situations and settings?

Target Behaviors n Specifically identify two or three of the most problematic behaviors that you want to change. n Must be well-defined, observable, and measurable. n Be objective and avoid opinion statements and personal feelings. n The “stranger test” n Ex. – Johnny is violent

ABC’s of Problem Behavior Antecedents to behavior – triggers, type of setting/situation Behavior Consequence to behavior – not always negative and punitive.

Function of Behavior n Escape/Avoidance n Sensory/Perceptual CONTROL n Attention/Control n Gain Desired Item, Activity, Area

Replacement Behavior n Sometimes inappropriate behavior is due to not having learned a particular skill (i. e. raising hand to participate) n Learning a new skill / behavior can replace an unwanted or inappropriate behavior n The replacement behavior serves the same function as the inappropriate behavior and should be positively reinforced when it occurs n Examples

Important Behavioral Terms n Positive Reinforcement: A response to behavior that increases expected/positive behavior. n Negative Reinforcement: A response to behavior that increases negative behavior. n Punishment: A response to behavior that decreases negative behavior.

Punishment & Suspension n There is no evidence that suspension works- it has been shown to be ineffective in changing behavior and often only worsens behavior n Suspension is associated with negative attitudes toward school, poor attendance / work performance, negative perception of teachers, increased defiance, more severe problem behavior, school failure and drop out, and contact with the juvenile justice system

Punishment & Suspension n Black and male students are historically overrepresented in suspensions and expulsions n Males are at least twice as likely to be suspended and expelled n Many studies show inequality in disciplinary responses and consequences: Black and male students are more likely to be suspended and more harshly for similar offenses

Punishment Precautions 1. Never punish for behavior that a student can’t help or has limited or no control over 2. Non-punitive techniques alone can improve behavior 3. Punishment such as isolation/seclusion (i. e. time-out) should be used as last resort and as temporary, short-term remedy

Volition n Do we choose our genes? Do we choose the environment we grow up in? n Given the influence of genetics, childhood experiences, environmental toxins (i. e. lead), hormones, neurotransmitters, and neural circuitry, our level of absolute free will (volition) is a relevant issue for debate n Much of our legal system and discipline methods assume that all acts are volitional, and therefore, punishment, alone, and holding one responsible will modify future behavior n Attempting to understand uncover reasons for problem behavior does not equal excusing one’s action and absolve from blame

Volition n Lawyers and clinicians have historically agreed that neurological disorders, where biological evidence for a problem exists, often absolves an individual of volition n With advances in science, the clinical community now recognizes mental disorders as biological or organic problems n Although we can’t always detect a neurobiological problem, it is safe to assume that brain dysfunction exists in some of our most severe criminals

Brain Dysfunction & Anti-Social Behavior n Brain Tumor/Dementia n Tourettes Syndrome n Homicidal Sommambulism n Phineas Gage n Huntington’s Disease n Viral & Bacterial Infections

Evidence-Based Consequences n Through advances in neuroscience and behavior we may better understand who is likely to commit or not commit crime again n The objective is to establish more logical / evidence-based sentencing that will customize rehabilitation for those that can be modified and maintain confinement for those who cannot n Intervention might focus on the plasticity of the prefrontal cortex and poor impulse control (most people know right from wrong and understand consequences, but some have an inability to control impulses) n Effective approaches require that we not only understand how we would like people to behave, but how they actually behave

Effective Punishment n n n n Pair with positive reinforcement Reduction or loss of privileges Implemented in way that instruction is not missed (i. e. lunch detention, time away in classroom) Serve extra time Allow student to help determine punishment MUST be MEANINGFUL to student Restitution

Criminal Justice vs. Restorative Justice Criminal Justice Restorative Justice n Crime is a violation of the law/rules. n Crime is a violation of people and relationships. n Violations create guilt. n Violations create obligations. n Justice requires the authorities to determine blame (guilt) and impose punishment. n Justice involves victims, offenders, and community members in an effort to put things right. n Offenders are getting what they deserve n Victim needs offender responsibility to repair harm

Restorative Justice n n n An alternative to suspensions and other punitive approaches to misbehavior An approach that emphasizes teaching the student who misbehaved and offering that student a chance to “repair the harm” he or she caused Improve school climate and connectedness Bring together all involved, including the offender and the victim. Recognize that the student who committed the offense did harm to the school/community Offer the student a chance to “repair the harm”

Approaches to Students with Emotional & Behavioral Needs n n n n n Incentives: Earning positive social experience Good Behavior Sports Club Check-In / Check-Out Engaging parents Community support Activity & Exercise Yoga & Meditation Behavior Contract Daily/Weekly Behavior Report

References n n n n n Doidge, N. (2007), The Brain that Changes Itself. Gresham, F. M. (1992). Conceptualizing behavior disorders in terms of resistance to intervention. School Psychology Review, 20, 23 -37. Eagleman, D. (2011), Incognito: The Secret Lives of the Brain. Individuals with Disabilities Education Improvement Act – Amendments to Rules of the Board of Regents and Regulations of the Commissioner of Education (NYS), Part 200. 1 (r), June 23, 2006. Nickerson, A. , Director of Alberti Center for the Prevention of Bullying Abuse & School Violence, University of Buffalo Ratey J. (2008), Spark: The Revolutionary New Science of Exercise & the Brain Sprick, R. Safe & Civil Schools. http: //www. safeandcivilschools. com/index. php Willingham, D. (2011). Can Teachers Increase Students’ Self-Control? American Educator. Willingham, D. (2004 -05). Understanding ADHD. American Educator. Wright, J. (2006). www. jimwrightonline. com, www. interventioncentral. org Schwarz, A. (2013). The Selling of Attention Deficit Disorder. New York Times Costenbader, V. & Markson, S. (1998) School Suspension: A Study with Secondary School Students, Journal of School Psychology, Vol. 36, Issue 1 Spring 1998, p. 59 -82. Raffaele Mendez, L. (2003) Predictors of suspension and negative school outcomes: A longitudinal investigation. Skiba, R. (2002) Special Education and School Discipline: A Precarious Balance, Behavioral Disorders, Vol. 27, No. 2 (February 2002), pp. 81 -97 Fenning, P. , Raffaele Mendez, L. , Sharkey, J. , Sullivan, A. , & Mcloughlin, C. (2013) Disproportionality: Understanding the Issues and Creating Equitable Schools, February 14, 2013, NASP Convention, Seattle, WA Restorative Justice: A Working Guide for Our Schools, Alameda County Health Care Services Agency School Health Services Coalition School-Based Restorative Justice As An Alternative To Zero-Tolerance Policies: Lessons from West Oakland, Thelton E. Henderson Center for Social Justice, University of California, Berkeley, School of Law (Baolt Hall) Parent-to-Parent Guide, Restorative Justice in Chicago Public Schools: Stopping the School-to-Prison Pipeline, Power-Pac Elementary Justice Committee, Spring 2010