1. 8/12/2015 Behavior Management Practice and Principles

2. 8/12/2015

3. Public Law and Behavior Management PL 94-142 - The Education for All Handicapped Children’s Act of 1975 PL 99-457 - The Education of the Handicapped Act Amendments of 1986 PL 101-476 - Individuals with Disabilities Education Act PL 101-336- American with Disabilities Act.

4. 8/12/2015 Chapter 1: Roots of Applied Behavior Analysis Chapter objectives:  To describe the requirements for meaningful and useful explanations of human behavior.  To define and describe several explanations of human behavior which influence large numbers of practitioners, including teachers. These include biophysical, developmental, cognitive, and behavioral explanations.  To describe the historical development of behaviorism.

5. 8/12/2015 Learning occurs as a result of the consequences of behavior!

6. 8/12/2015 Behaviorists Those who study behavior and behavior management strategies, do not employ a single technique to teach, change, or modify behavior. The behavior management strategies used by behaviorists have a solid foundation in the research literature across populations, settings, and situations. Zirpoli & Melloy, 2001

7. 8/12/2015 Explanations Inclusive Verifiable Predictive utility Parsimonious

8. 8/12/2015 Inclusive Must account for substantial quantity of behavior

9. 8/12/2015 Verifiable Should be able to test in some way that it does account for the behavior

10. 8/12/2015 Predictive utility Should provide reliable answers about what people are likely to do under certain circumstances, then you can change behaviors by changing conditions

11. 8/12/2015 Parsimonious Simplest one that account for observed phenomena (may not be the correct explanation however).

12. 8/12/2015 Explanations Inclusive Verifiable Predictive utility Parsimonious Explain how these concepts are useful to the educational practitioner.

13. 8/12/2015 Explanations of Human Behavior Biophysical Developmental Cognitive Assignment: Describe the explanation of human behavior that your group has been assigned. Then summarize what useful information you may gain from this explanation of human behavior about your students.

14. 8/12/2015 Definitions Behavior Antecedents Consequences Stimuli Responses Reinforcement  positive  negative Punishment Natural prompts Verbal prompts Gestural prompts Modeling prompts Physical prompts Shaping Operant conditioning Respondent conditioning

15. 8/12/2015 Behavior Broadly defined as covert responses and overt responses that are observable and measurable.  A behavior is considered observable when it can be seen and measurable when it can be counted.

16. 8/12/2015 Antecedents Stimuli that occur prior to behaviors.  Typically stimuli refers to a specific events or prompts before a target behavior while antecedents refer to the broader picture of influences that exist in the environment before the target behavior.

17. 8/12/2015 Consequences Events or changes in the environment following a target behavior.

18. 8/12/2015 Example 1: Jill What were the consequences of Jill’s running away behavior? Who provided these consequences? In your opinion, were these consequences primarily reinforcing or punishing? Do you think Jill will want to run away again?

19. 8/12/2015 Stimuli Events or activities within the environment that are capable of forming a relationship with behavior as either an antecedent or a consequence.

20. 8/12/2015 Responses A behavior that is observable and measurable.

21. 8/12/2015 Reinforcement A type of stimulus that serves as a consequence for a response/behavior. A stimulus may not be considered a reinforces unless it affects the preceding behavior in one of the ways we will discuss.

22. 8/12/2015 Reinforcement may….. Maintain the current rate, duration or intensity of a response. Increase the probability that a new response will occur again. Increase the future rate, duration or intensity of a response. Strengthen a response that is weak and inconsistent.

23. 8/12/2015 Reinforcement Positive  Positive reinforcement is demonstrated when a behavior is followed by a consequence that INCREASES the behavior’s rate of occurrence. Negative  Removing or reducing the intensity of an environmental condition (usually something unpleasant) which INCREASES a behavior’s rate of occurrence.

24. 8/12/2015 Punishment

25. 8/12/2015 Punishment Describes a relationship - a behavior is followed by a consequence that decreases the behavior’s future rate of occurrence. An event is only a punisher if the rate of the preceding behavior decreases and if a a functional relationship can be established

26. 8/12/2015 Natural prompts An environmental stimulus that naturally occurs prior to target behaviors. Natural prompts are ALWAYS preferable.

27. 8/12/2015 Examples of natural prompts Getting up in the morning - alarm clock Going to school on time - clock or watch Being quiet and listening - teacher begins to talk Changing classes - ringing of the bell Being loud and playful - recess or entering the gym Raising you hand - when you need help, when you have a question or when you know the answer.

28. 8/12/2015 Verbal prompts Most common type of prompt Class, it is time to go to lunch  line up by the door  walk to the bathroom and wash you hands  walk to the lunchroom (After a while the the first prompt of “class, it is time to go to lunch” becomes the natural prompt for the rest of the instructional sequence)

29. 8/12/2015 Gestural prompts A simple gesture Pointing to the door when you want the class to line up for lunch. Should be paired with verbal for added strength. Both gestural and verbal prompts should be phased out over time.

30. 8/12/2015 Modeling prompts Consist of demonstrating part of all of the desired behavior to the student who imitates or repeats the action immediately. Should be paired with verbal prompt.

31. 8/12/2015 Physical prompts Consists of physically guiding a child in the performance of the target behavior. Most intrusive type of prompt Recommended only as a last resort Very unnatural and may promote hostility and defensiveness Paired with verbal prompt

32. 8/12/2015 Shaping Uses the reinforcement of successive approximation to a desired behavior to teach new behavior

33. 8/12/2015 Extinction when a previously reinforced behavior is no longer reinforced, its rate of occurrence decreases. All learning principles are defined on the basis of what actually happens, not what we think is happening. The behavior stopped when the positive reinforcer was withdrawn.

34. 8/12/2015 Stimulus control describes a relationship between behavior and an antecedent stimulus ( an event or condition occurring before the behavior is performed). The antecedent condition or event now serves as a signal or cue for the behavior.

35. 8/12/2015 Operant conditioning Deals with behaviors usually thought of as voluntary rather than reflexive. Operant conditioners are concerned primarily with the consequences of behavior and the establishment of functional relationships between behavior and consequences.  Skinner -described the concept of operate conditioning, also the promotion of the use of valid and reliable methods

36. 8/12/2015 Classical conditioning This type of conditioning is concerned with respondent behaviors that are not controlled by the individual and are referred to frequently as involuntary, reflex behaviors or unconditioned responses. Pavlov - father of classical conditioning. His meticulous approach advanced the scientific approach in the study of behavior

37. 8/12/2015 Associationism – The Law of Effect any act which in a given situation produces satisfaction becomes associated with that situation, so that when the situation recurs the act is more likely than before to recur also

38. 8/12/2015 The Law of Exercise a response made in a particular situation becomes associated with the situation. The relationship of the Law of Effect with the principle of positive reinforcement is obvious. The Law of Exercise is similarly related to the stimulus control principle. (Thorndyke)

39. 8/12/2015 Applied Behavior Analysis Expanded laboratory principles of operant conditioning to everyday situations and settings. Baer, et al. (1968, 1987) state that ABA ought to be applied, behavioral, analytic, technological, conceptual, effective, and capable of generalized outcomes.

40. 8/12/2015 SO…... To qualify as a behavior it must be observable and quantifiable. We must be able to see, hear, feel or even smell the behavior. To make it meaningful, some way of measuring the behavior in quantitative terms must be established (how much, how long, how often). So if you can see it, hear it, feel it or smell it, it’s observable. If you can count it or measure it, it’s quantifiable.

41. 8/12/2015 Project 1: Identify a participant Worth 5 points You will choose a participant with whom you will have an opportunity to institute a behavioral change technique to INCREASE a target behavior. Describe the participant in terms of gender, age, occupation, or other pertinent information.

42. 8/12/2015 Chapter 2 Behavior modification refers only to procedures derived from the experimental analysis of human behavior

43. 8/12/2015 Examples of ABA and BM procedures ABA- the systematic changing of behavior by the application of behavior principles:  positive reinforcement  negative reinforcement  punishment  extinction  stimulus control  modeling  shaping BM-procedures derived from the experimental analysis of human behavior  hypnosis  psychosurgery  brain implants  drug therapy  electro convulsive shock treatment

44. 8/12/2015 Aversive or exclusionary procedures may create problems in two ways: Their misuse is common and often described by users as behavior modification Their use, even when appropriate, causes more concern than other behavioral procedures

45. 8/12/2015 Interactions between behavior and environment are reciprocal. One does not operate in a vacuum.

46. 8/12/2015 A therapeutic environment – safe, humane, and responsive to individual needs

47. 8/12/2015 What is your reaction to full inclusion? Inclusion is a civil right and it is unethical to exclude any student, regardless of the effects it will have on typical students or those with disabilities.

48. 8/12/2015 Services whose overriding goal is personal welfare – behaviors targeted for change should be those whose change will benefit the STUDENT (not the convenience of the caregivers, teachers or institutions).

49. 8/12/2015 Treatment by a competent behavior analyst Programs that teach functional skills – students need to learn skills that will enable them to function effectively in their environment. Teaching those skills should be the primary focus of every student's educational program. Development of in the student that leads to improved learning or social interaction, constructive behavior.

50. 8/12/2015 Behavioral assessment and ongoing evaluation – Most effective treatment procedures available – proven effectiveness. Accountability – teachers are accountable to their profession, community, administrative superiors, parents, students and themselves.

51. 8/12/2015 Suggestions for ethical use Assure competence of all staff members -Choose appropriate goals -Ensure voluntary participation -Be accountable

52. 8/12/2015 Basic Assumptions of ABA Behaviors are learned Most behaviors are stimulus specific Behaviors can be taught, changed or modified Behavior change goals should be specific and clearly defined Behavior change programs should be individualized, focus on the here and now, & on the child’s environment.

53. 8/12/2015 Myths and misconceptions about ABA Changing another person’s behavior is coercive. The use of reinforcement to change behavior is a form of bribery. Children will learn to behavior appropriately only for reinforcement Children should ‘work’ for intrinsic reinforcers All children should be treated in the same way

54. 8/12/2015 Ch 3 Reasons for writing behavioral objectives:. clarify the goals of a behavior-change program and facilitate communication among people involved in the program. clearly stated target for instruction facilitates effective programming by the teacher and ancillary personnel.. provide for precise evaluation of instruction

55. 8/12/2015 pinpoint behavior – What does the student do? What exactly do you want the student to do?

56. 8/12/2015 Educational goals Educational goals provide the framework for the academic year. Should evolve from assessment information and be correlated with curriculum planning. Establishment of goals – evaluation data from school psychologist, education, adaptive behavior, therapeutic services, physical health see book pg. 63-4

57. 8/12/2015 Other factors rate of development, physical and communicative capabilities, inappropriate behaviors, skills the students lack for functioning in the home and school, amount of instructional time, prerequisites, functional utility of skills, availability of specialized materials, etc.

58. 8/12/2015 Educational goal: statements of annual program intent Behavioral objectives: statements of actual instructional intent, usually for a 3-4 month period for individuals with more severe disabilities and for the length of time of the school’s grading period for students with mild disabilities (p.65).

59. 8/12/2015 What’s wrong with this objective? Sharmaine will understand the math concepts of addition, subtraction, multiplication, and division.

60. 8/12/2015 Write goals in observable and quantifiable terms Behavioral objectives: Identification of learner Identify target behavior Identification of the conditions of intervention Identification criteria for acceptable performance Several formats are available on pages 37-39

61. 8/12/2015 Hierarchy of Response Competence generalization maintenance (increase functional use of a response) fluency acquisition

62. 8/12/2015 definitions Acquisition - ability to perform a newly learned response to a certain criterion Fluency - the rate at which a newly acquired response is performed Maintenance-ability to perform a response over time without re-teaching Generalization - ability to perform the behavior in untrained situations

63. 8/12/2015 Four dimensions of Generalization The ability to perform a behavior when presented with various  instructions  materials  settings  persons

64. 8/12/2015 Hierarchy of Levels of Learning Evaluation Synthesis Analysis (inc functional use of a behavior) Application Comprehension Knowledge

65. 8/12/2015 Definitions (Bloom, 1956) Knowledge - recall or recognition of information Comprehension - understanding of meaning Application - use of a method, concept, or theory in various concrete situations Analysis - ability to break down materials into parts in order to identify the parts, discuss their interrelationship, and understand their organization to as a whole Synthesis - ability to bring parts together resulting in a different, original, or creative whole Evaluation - ability to make a judgement of value

66. 8/12/2015 Central issue for kids that are difficult is the frequency or degree. Noncompliance – not following a direction within a reasonable amount of time Pain control behaviors – (Process to force a request to be withdrawn by the teacher) by arguing, whining, excuse- making, delays, tantrums, aggression, and property destruction.

67. 8/12/2015 Impacts academic and social skill development. Develops a deficit in self-management skills or rule following behavior. Issues in academic deficits – reading writing spelling and arithmetic are critical Parallel behaviors include on task behavior and academic learning time Difficult students have a significant reduction in their on task time.

68. 8/12/2015 Social skills – usually socially immature, pushy, non-cooperative, bullies, or students who must always be in control. Social skills must be taught, practiced, and then tried in natural peers interactions. Lack of rule following and self- management skills – immediate gratification, not learning self management skills

69. 8/12/2015 basic steps for the development of self management. learning to comply to requests. learning self control. learning problem solving skills

70. 8/12/2015 Behavioral excesses include noncompliance, arguing, excuse-making, throwing tantrums, and aggression Deficits include; academic and social skills, rule following and self – management skills

71. 8/12/2015 Assessment is important for the following reasons – accurately identify a student, determine exact problem behavior(s) that will require some type of program, and use a standard measurement approach to evaluation to determine whether progress is made after a program is started.

72. 8/12/2015 Reliability – how consistent across time or raters Validity – measures what it purports to measure Standardized – good reliability and validity, based on hundreds or thousands of students Standard deviation – measure of variability and can help define deviant or abnormal scores T & Z scores – Mean score of a t score is 50 Mean score of z score is always zero