1. Mrs. G & Ms. Peltz ABC’s of Behavior Management

2. Principles of Behavior All behaviors are learned All behaviors can be modified Behaviors that increase in duration or frequency are being reinforced Behaviors that decrease in duration or frequency are not reinforced All behaviors have a purpose or serve a function (why?) Controlling the antecedent or the event before the behavior is the best practice in behavior management

4. Antecedent- the event that occurs prior to the behavior. Behavior- any action that is observable and measurable Consequence- the result or reaction to the behavior

5. Motions of Behavior Setting the Stage: Johan goes shopping with mom at the store. ANTECEDENT Johan picks up a toy and puts it in Mom’s shopping cart. Mom says, “No toys today.” BEHAVIOR Johan throws himself to the ground and screams and kicks. CONSEQUENCE Mom removes Johan from the store.

6. Control the Antecedent! Take a preventive and proactive approach! If you don’t take the child shopping, he’s not going to tantrum in the store. Take your child to the store but don’t walk down the toy aisle. Before you go to the store, give child rules and set expectations of his behavior! Explain consequences of appropriate and inappropriate behavior and FOLLOW THROUGH!! Read a story about a character in the same scenario (Social Story Intervention) Make the trip short. Over time, increase the duration of the shopping trip. Direct child’s attention away from toys like giving him a special job Parents could act out the scenario, “I really want this but it cost too much money. Ask the child, what should I do?” Child reflect on what is an appropriate response.

7. Control the Antecedent! Catch the child being good! Reinforce child’s appropriate behavior by giving a powerful reinforcer like verbal praise. “You’re walking so nicely. You’re doing a good job listening.” Figure out what is really reinforcing and what works for your child. Point out other children modeling appropriate behavior. Point out other children who are engaging in inappropriate behavior. Ask your child is that the right thing to do? Remind child of the rules, expectations, and consequences throughout shopping trip

8. Visual Supports Create “First, Then” chart remind child of the reinforcer.

13. The 5 Functions of Behaviors 1. Tangible: wanting an item Johan wants a toy. He kicks and screams. 2. Escape: wanting to avoid or escape a task Johan’s mom wants him to clean up. He runs away. 3. Attention: seeking recognition Johan’s mom is busy talking on the phone. Johan’s angrily yells at his mom to play with him. 4. Sensory: self-stimulation of the body Johan and his mom go on a walk. Johan flaps his arms. 5. Medical: illness or underlying pains Johan has an ear infection. Johan cries.

14. What’s the function of the behavior? Tangible, Escape, Attention, Sensory, Medical? Johan hears the ice cream truck. Johan screams at his mom. “Give me ice cream!” Johan’s mom is busy changing the baby’s diaper. Johan throws toys at the wall. Johan says, “I feel hot.” Johan goes to the carpet and lies down. Johan’s mom is preparing a bath. Johan hides under his bed. Johan is in the bathroom splashing water in the sink for 10 minutes.

15. How to Modify Behavior? Know the function, know how to address the behavior!

16. Scenario 1: Tangible Mom denies him access to the toy (tangible). The tantrum behavior is NOT Reinforced when mom removes Johan from the store. The purpose or function of the behavior is unfulfilled. Therefore, future occurrences of Johan’s tantrum behavior will DECREASE. This will be difficult for Johan and mom at first because Johan always gets what he wants. Johan will cry and scream for 30 minutes. Once Johan is done crying and screaming, reinforce Johan’s calm behavior through verbal praise, then calmly explain to Johan how to appropriately behave and that we will try again. Reward Johan with a toy ONLY if he earns it by meeting a goal or expectation you set. ALWAYS reinforce APPROPRIATE BEHAVIOR! Antecedent Mom says, “No Toys.” when Johan puts a toy in the shopping cart. Behavior Johan’s throws himself on the floor and screams and kicks. Consequence Johan’s mom removes him from the store.

17. Scenario 2: Tangible Mom gives him access to the toy (tangible). The tantrum behavior is being reinforced when mom gives the item. The purpose of the behavior is being fulfilled. Therefore, future occurrences of Johan’s tantrum behavior will INCREASE. Antecedent Mom says, “No Toys.” when Johan puts a toy in the shopping cart. Behavior Johan’s throws himself on the floor and screams and kicks. Consequence Johan’s mom buys him the toy.

18. With reinforcement, Behaviors increase. With no reinforcement, Behaviors decrease.

19. ESCAPE Mom gives Johan attention by bringing him back to clean when he runs away (escape). The escape behavior is NOT being reinforced when mom brings him back to clean up the toys. The purpose of the behavior is unfulfilled. Therefore future occurrences of Johan’s escape behavior will DECREASE. Antecedent Mom wants Johan to clean up his toys Behavior Johan’s runs away from his mom. Consequence Mom brings Johan back to his toys to clean up

20. ATTENTION Mom ignores Johan by continuing to talk on the phone when he is angrily yelling at her to play (Attention). The yelling behavior is NOT being reinforced with mom ignoring Johan. The purpose of the behavior is unfulfilled. Therefore future occurrences of Johan’s yelling behavior will DECREASE. Antecedent Mom is busy talking on the phone. Behavior Johan’s angrily yells at his mom to play with him. Consequence Mom continues to talk on the phone.

21. SENSORY Mom redirects Johan by having him use a Competing Behavior when Johan flaps his arms (Sensory). Antecedent Mom and Johan go for a walk. Behavior Johan’s flaps his arms. Consequence Mom redirects him to put his hands in his pocket.

22. Summary to Decreasing Inappropriate Behavior Tangible: Deny Access Escape: Give Attention Attention: Ignore Sensory: Competing Behavior

23. Want more information? Email me at mpeltz100@gmail.commpeltz100@gmail.com Bridging The Gap: A Curriculum for Supporting your Young Learner with Autism