behavior. historical mistakes in behavior management: crisis management at the risk of proactive...
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BehaviorBehavior
Historical Mistakes In Behavior Historical Mistakes In Behavior Management:Management:
• Crisis management at the risk of proactive long term treatment.
• Behavioral Interventions:– Narrow focus, identify behavior of concern– Apply consequences to reduce or eliminate
behavior
Beliefs About BehaviorBeliefs About Behavior• Behavior is related to and governed by its context.
• Behavior can be interpreted as functional (often communicative), purposeful and meaningful to the individual.
• Behavior is affected by internal events.
• Behavior is influenced by factors outside the immediate context, including relationships, activity patterns and lifestyle issues.
• Behavior changes as people mature and develop new competencies.
Most behavior is learned. This is great, because we can teach new behaviors!
• “If a student doesn’t know how to read, we….”
“If a student doesn’t know how to write a paragraph we….”
• “If a student doesn’t know their math facts we….”
• “If a student doesn’t know how to behave, we…..”
• The typical response is to punish.
• If we see behavior as a deficit area we can seize the opportunity to teach.
Functional Behavior AssessmentFunctional Behavior Assessment
• A process for identifying clear, predictive relationships between events in a person’s environment and occurrences of a target behavior that occurs frequently.
FBA…FBA…
• Gather information about the behavior.
• Synthesize information and develop hypotheses regarding the variables that precipitate and maintain the behavior.
• Establish a foundation for development and implementation of comprehensive behavior support strategies.
A Functional Behavior Is NOT:A Functional Behavior Is NOT:
• A form/ single instrument
• A one time event
• A record of consequences
• Documentation for suspension/Expulsion
• Simply to define behaviors and identify techniques for elimination.
In a nutshell, FBA:In a nutshell, FBA:
• Attempts to discover the reasons (s) problem behavior occurs and keeps occurring.
How Do You Identify The Target How Do You Identify The Target Behavior?Behavior?
• The description needs to include:– Frequency– Duration– Intensity– Location
We need some measure of baseline. This is best determined by observations.
How to describe antecedentsHow to describe antecedents
• Antecedents are events that happen before the behavior.
• There are two types of antecedents:– Slow triggers (setting events)– Fast triggers (immediate antecedents)
Slow Triggers (Setting Events)Slow Triggers (Setting Events)
• May happen in or out of the classroom.• Are conditions that increase the likelihood
that behavior will occur.– Examples:
• Oversleeping• No breakfast• Forgotten medication• Conflict with…• History of negative relationships• Skill deficits
Antecedents (Fast Triggers)Antecedents (Fast Triggers)
• Events that immediately precede behavior.
• Activities
• Places
• Consider where, when, with whom behavior does not happen
• Presence of particular people or combination of people
Fast TriggersFast Triggers
• Examples:– Assignment too difficult/easy– Teasing/scarism– Challenged by other– May be consistent-when anyone asks him t sit down– May be unique to one situation-when Mr. Smith asks
him to sit down– Types of variables: curricular/instructional– Environmental– Social/emotional
Consequence=responseConsequence=response
• Actual response that follows behavior
Planned consequences (response)*Distinguish actual response from
intended purposeNaturally occurring consequences (responses)
*Adults, peers, tasks/activity status/ stimulation
What is the Consequence of the What is the Consequence of the Behavior?Behavior?
• What is the pay-off?
• What does the student get?
• What does the student avoid?
• What might be the student be trying to communicate?
Hypotheses DevelopmentHypotheses Development
• “When this occurs (describe context) then the student does (describe the behavior) to access or avoid (describe the function)”
Linking hypothesis to Behavior Linking hypothesis to Behavior Intervention PlanIntervention Plan
• Prevent problem behaviors from occurring by manipulating setting vents/antecedents.
• Increase desired behaviors by teaching replacement skills which achieve the same function.
• Planning our responses to problem behavior.
Prevention Strategies:Prevention Strategies:
• Increase attention before problem behavior
• Provide additional support or structure• Increase supervision• Remind and prompt specific behaviors• Remove antecedents• Provide limited choices• Etc….
Replacement SkillsReplacement Skills
• Teach socially acceptable alternatives that achieve the same function as the target behavior
• Teach new skills that increase competence of:– Problem solving– Conflict resolution– Responding to a confrontation– Ignoring– Tolerance for delay
Consequences to Reinforce Consequences to Reinforce Replacement or New SkillsReplacement or New Skills
• Maximize reinforcement for alternative or new skill and all attempts at appropriate request for attention.
• Use shaping strategies to reinforce successive approximations.
• Ensure that the planned responses are immediate.
• Decide if tangible
Reduction Oriented ConsequencesReduction Oriented Consequences
• In non-crisis mode, prompt the student to use alternative skill.
• Ignore problem behavior and redirect to task at hand.
• Always respond with neutral affect• Defer to routines, schedules, prompts• Use logical consequences that are planned• Say what you mean and mean what you say