CONSEQUENCESTHAT TEACH AND RESTORE

Developed by Steven Vitto, 2006

Understanding behavior (cont’d)

2 kinds of behavior.

Respondent – involves involuntary or unlearned behaviors e.g., breathing, blinking, reflexes

Understanding behavior (cont’d)

Operant – voluntary or learned behavior.These are the behaviors that

can be programmed to be increased or decreased within a school setting. (e.g. Raising hand, sitting at desk, not running in the hall.)

Understanding behavior (cont’d)

Antecedent (A) – what happens immediately before the behavior.

Behavior (B) – the actual behavior (act) displayed.

Consequence (C) – the result of the behavior.

Understanding behavior (cont’d)

The law of Consequences

Behavior Positive Increase in Consequences Behavior

Behavior Negative Decrease in

Consequences Behavior

Consequences should ultimately minimize the efficiency of a target behavior while establishing conditions for learning replacement skills. Consequences may fall into the following categories:     Ownership (i.e., to successfully process, the child needs to assume some • ownership)    Processing the event (i.e., what happened, how could it have avoided,• etc.)     Problem solving (i.e., finding a solution, choosing a better way, • resolving conflict with a peer or staff)      Restoration (i.e., making things right with the victim, the community, • and the environment)      Letting go and moving forward (i.e., diffusing, de-escalating and • getting back under control)      Making a commitment for change (i.e., making a promise to try to • choose a different path) eceiving support and forgiveness from the • teacher and peers • • Punishment-loss of privileges,detention, suspension, response cost

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CCONSEQUENCES THAT TEACH When behaviors occur staff will consider the motivation, and provide a consequence which minimizes the efficiency of the target behavior, and suggest or train a replacement skill.        Attention Seeking – provide the child with strategies to obtain attention in an appropriate manner (i.e., raising his/her hand, leading an activity)       Power and Control – provide the child with opportunities to make choices and• indicate preferences using appropriate strategies       Escape Avoidance – teach the child ways to take leave appropriately, increase • the child’s tolerance for non-preferred or challenging tasks       Tangible – teach the child how to obtain desired items and activities using • appropriate strategies (i.e., requesting, waiting his/her turn, “saving up”, • delaying gratification)       Anger/Frustration – teach the child anger management skills such as verbal de- escalation, conflict resolution, muscle relaxation, reminders, reducers, peaceful imagery, body language, personal space)       Status/Acceptance – provide opportunities for the child to gain status through appropriate or desired behavior Sensory – provide the child with the means to integrate or modulate sensory input in a more acceptable manner (i.e., sensory balls, adaptive seats, weighted items, heavy work

Effective Consequences

Decrease the efficiency of the target behavior while maintaining dignity and an atmosphere of caringNever degrade or humiliateLogically relate to the target behaviorDo not cause more of a problem than the problem they are addressingEstablish conditions for learning alternative skillsDecrease the frequency, duration, and/or intensity of the target behavior

Less Helpful Strategies:

Have a negative effect on learningModel inappropriate behaviorTend to make the brain shift to a survival mode not conducive to learningTend to elicit out judgment and anger from staffMeet the needs of the care provider not the childThe consequence has no relationship to the behaviorAre inconsistently appliedAre almost always quicker to applyOften lead to resentment, defiance, or violence and consequently result in the need for more intrusive measures by staffMeet the staff’s needs, not the child’s

De-Escalation Techniques

Ignore the behavior

Redirect

View misbehavior as an opportunity to find someone behaving and comment on it

Humor

Do the “unexpected”

Eye contact

Physical proximity

Punishment

Punishment is any event or stimulus that decreases the probability of a behavior re-occurring. e.g. Sarcasm, fines, speeding tickets, time-out. When punishment procedures are being used it is important to keep records so that you can ensure that the procedure is decreasing the targeted behavior.

Time out

Rationale For Use of Time-Out Time-out is a strategy that is used

to reduce inappropriate or undesirable behaviors. This strategy is used as part of a comprehensive program designed to teach appropriate behaviors and reduce inappropriate behaviors.

Definition of Time Out

Time-out is defined as the withdrawal of the opportunity for a child to earn positive reinforcement or the loss of access to positive reinforcers for a a certain period of time.