1. Behavior & Classroom Management: Chris Borgmeier, Ph.D. Portland State University cborgmei@pdx.edu www.web.pdx.edu/~cborgmei/

2. Review Readings Scheuermann & Hall – Ch 1-2 Patterson, DeBaryshe & Ramsey  Dev’t of Antisocial Behavior Dodge, Dishion & Lansford  Negative Peer Influence Simonsen et al., 2008  Review of the Research

3. Learning & Behavior

4. Applied Behavior Analysis Developed from Science of Human Behavior (Behaviorism) Emphasis on application in the real world  “the systematic application of behavioral principles to change socially significant behavior to a meaningful degree”

5. RTI & SW-PBIS Effective InstructionPBS Conceptual Foundations Behaviorism ABA Laws of Behavior Applied Behavioral Technology Social Validity All Students

6. Behavior Identify the Target Behavior  Desired Behavior or Non-desired Behavior Behavior must be identified so that it is observable & measurable  Define the behavior so that someone else could go into the room and both of you could measure the behavior without question

7. Why Do People Behave? Modeling? Accident? Instinct? Condition?? Why Do People Continue Behaving? IT WORKS!

8. Understanding Chronic Misbehavior If a student repeatedly engages in a problem behavior, he/she is most likely doing it for a reason, because it is paying off for the student  The behavior is Functional or serves a purpose Behavior is a form of communication, unfortunately some students learn that Problem Behavior is the best way for them to get their needs met

9. Understanding Chronic Misbehavior Recognize that recurring misbehavior occurs for a reason, and take this into account when determining how to respond to misbehavior. We can understand how to intervene most effectively with a student by identifying the function (or purpose) of their behavior

10. ABC’s of Understanding Chronic Behavior Patterns What happens before (A or antecedent) the behavior occurs ?  Trigger What is the behavior (B)? What happens after (C or consequence) the behavior occurs?  Response or Outcome of the Behavior A  B  C

11. Antecedents What triggers the behavior? What happens immediately preceding the problem/target behavior? What triggers the behavior, be specific...  What activity?  What peers?  What tasks?  Describe in detail If you wanted to set up the student to engage in the problem behavior, what would you have do?

12. Consequence What is the response to the behavior? What happens immediately following the behavior?  How do peers respond?  How do the adults respond?  What are the consequences for the student?  How many times out of 10 do each of these responses occur following the problem behavior? What is the student gaining as a result of engaging in the behavior?  How is it paying off for the student?

13. Learning A  B  C Student Learns through repeated experience, that under these specific A ntecedent conditions, if I engage in this B ehavior, I can expect this C onsequence

14. Learning & A  B  C ABC Student is asked to do a math problem in front of the class Student tries to do the problem at the board, but struggles Peers laugh at student and one says aloud, “that one is so easy” NEXT DAY Student is asked to do a math problem in front of the class What happens today???

15. Reinforcing Consequence A  B  C If the consequence is rewarding/desired, the subject learns the behavior is functional for getting what they want Behavior Increases in the Future Rewarding or Desired Consequence

16. Punishing Consequence A  B  C If the consequence is punishing/undesired, the subject learns the behavior is not functional for getting what they want Behavior Decreases in the Future Punishing or Undesired Consequence

17. Summary Statement  Based on several observations  Identifies predictable relationships between environmental variables and behavior During When student will because therefore the function of the behavior is to access /escape/avoid (choose one) (some A ntecedent condition occurs) (engage in a specific B ehavior) (a predictable out C ome will occur) (something in the environment) (some routine)

18. Summary Statement  Based on several observations  Identifies predictable relationships between environmental variables and behavior During When student will because therefore the function of the behavior is to access /escape/avoid (choose one) (some A ntecedent condition occurs) (engage in a specific B ehavior) (a predictable out C ome will occur) (something in the environment) (some routine)Science or Social Studies asked to read out loud in class Verbally refuses, disrespects teacher his teacher calls on someone else oral reading

19. Sample Summary Statement Susan calls Brenda a “creep face” and laughs at her Brenda punches Susan on the arm Susan stops laughing and walks away BRENDA HITS OTHER STUDENTS - WHY WOULD SHE DO THIS? Antecedents A group of students at recess call Brenda fat Brenda kicks several of them The students run away Brenda spells a word incorrectly during an oral review and the child behind her laughs Brenda pulls the child’s hair Brenda is sent to the office Brenda is playing blocks with Ben. Ben takes a block from Brenda Brenda hits Ben over the head with another block Ben puts the block down and runs away BehaviorConsequences Summary Statement WHEN ANTECEDENT, BEHAVIOR BECAUSE CONSEQUENCE BRENDA HURTS THEMTHEY GO AWAY OTHER STUDENTS CALL HER NAMES OR TEASE HER

20. Think about the Function of Behavior When understanding behavior, you are the investigator  You need to understand from the student perspective…  You need to be convinced…  You need to be confident in the results of the interview…

21. Most Common Functions of Behavior To Obtain:  peer attention  adult attention  desired activity  desired item  desired peer To Avoid/ Escape:  difficult task  non-preferred activity  peer  staff

22. Functional, not Good/Bad Functional = Reinforced – it pays off  Behavior being reinforced may be “good” or “bad”, but it’s functional for the individual engaging in it Non-functional = Not Reinforced –didn’t pay off  In a sense it’s being punished  Behaviors not reinforced may be “good” or “bad”, but it doesn’t matter because it wasn’t functional for the individual engaging in it

23. Learning New Skills A  B  C Student Learns through repeated experience, that under these specific A ntecedent conditions, if I engage in this B ehavior, I can expect this C onsequence Consistent Responding is the Key!!!

24. Show Tracy Video

25. Learning & A  B  C -- An example (A) When sitting at the lunch table with group of ‘cool’ peers (B) if I try to get their attention appropriately by offering to share (C) peers ignore me and don’t respond – do not get desired attention  Behavior is punished – less likely to occur in future (A) When ‘unlucky girl’ comes to table with ‘cool’ peers and student wants attention (B) if I make fun of ‘unlucky girl’ (C) peers will laugh and give me attention  Behavior was rewarded – more likely to occur in future A  B  C

26. Practice Activity Another girl sits down at table w/ a mean voice - “Who said you could eat at my table…” Peer gives negative look, but no response TRACY MAKES RUDE COMMENTS TO PEERS WHY WOULD SHE DO THIS? Antecedents Negative look/ no response“I thought cows ate grass”Peers giggling – girl ignores Peers giggling at previous comment “don’t you know it’s rude to read at the table?” Girl gives negative look, but says nothing Peers laughExcuse me” throws food at girl Peers laugh loudly, girl laughs, staff intervenes BehaviorConsequences DEVELOP A SUMMARY STATEMENT FOR TRACY WHEN ANTECEDENT, BEHAVIOR BECAUSE CONSEQUENCE Negative look by girl, no response from peers “hello!”, throws bag in girls face Peers laugh girl calls Tracy ‘jackass’ Peers laugh loudly“Man, I’m being punished for cruelty to animals” Peers laugh; Tracy escorted to office by staff

27. Practice Activity -- Answers Another girl sits down at table w/ a mean voice - “Who said you could eat at my table…” Peer gives negative look, but no response TRACY MAKES RUDE COMMENTS TO PEERS WHY WOULD SHE DO THIS? Antecedents Negative look/ no response“I thought cows ate grass”Peers giggling – girl ignores Peers giggling at previous comment “don’t you know it’s rude to read at the table?” Girl gives negative look, but says nothing Peers laughExcuse me” throws food at girl Peers laugh loudly, girl laughs, staff intervenes BehaviorConsequences Summary Statement WHEN ANTECEDENT, BEHAVIOR BECAUSE CONSEQUENCE TRACY MAKES RUDE COMMENTSTHE PEERS LAUGH SITTING WITH COOL PEERS & ‘UNCOOL’ PEER ARRIVES Negative look by girl, no response from peers “hello!”, throws bag in girls face Peers laugh girl calls Tracy ‘jackass’ Peers laugh loudly“Man, I’m being punished for cruelty to animals” Peers laugh; Tracy escorted to office by staff

28. ABC’s of Instruction Across the Continuum of Learners AntecedentBehaviorConsequence Instructio n PromptStudent Response Teacher Feedback Mainstrea m “What is the capital of Sweden?”…. Bueller, Bueller Student thinks “Stockholm” Sporadic verbal praise Student self reinforcement “I got it right!” Direct Instructio n Reading Showing card with word “cat” – saying “this word is ‘cat’, what word?” “cat” “c-ar” Yes – that word is cat; No, this word is cat Significan t Disabilitie s “Choosing food at lunch” Most to least prompting -physical guidance (hand over hand) -Physical -Gestural -verbal Student Response Reinforce response -tangible reinforcer -verbal praise -access to natural reinforcer “get lunch” DIFFERENCES across Continuum - # of trials to mastery - explicitness of instruction

29. Consequences Reinforcement Increases behavior in future **Increases desired or non-desired behavior Punishment Decreases behavior in future **Decreases desired or non-desired behavior

30. Reinforcement v. Punishment Reinforcement - a consequence that increases the future occurrence or likelihood of a behavior Punishment - a consequence that decreases the future occurrence or probability of the behavior

31. Reinforcer or Punisher? Suspension Verbal Reprimand Spanking Time Out IT DEPENDS ON THE STUDENT RESPONSE!! We often assign value to consequences, based on what we think…. BUT…  What we need to look at is the impact on the student behavior

32. When Understanding Behavior When understanding behavior, we want to learn what function (or purpose) the behavior is serving for the student We need to understand from the student perspective…  In the student’s eyes, what are they getting (or trying to get) from engaging in this behavior  What is the most important thing that the student wants to gain (or avoid) by using this behavior

33. Power of the Antecedent Stimulus Control Through repeated exposure and learning the Antecedent becomes a very strong cue triggering the Behavior to occur. The Behavior will become almost automatic under these Antecedent conditions, because the learning is so ingrained A  B  C

34. Stimulus Control - example A history of learning based on interactions between child and teacher have created the following predictable routine Now, not only do these student react differently to these teachers in the classroom… but they are also likely to behave in a similar fashion with each outside of the classroom because the presence of the person (Antecedent) has developed such a strong relationship with a certain behavioral response Mr. Green’s class (chaotic class, unengaging, little participation) Students ignore & keep talking Mrs. Brown’s class structured class w/ high engagement) Students quiet down & pay attention

35. Positive v. Negative Reinforcement Reinforcement – consequence stimulus that increases future occurrence of behavior  Positive Reinforcement = the contingent presentation (to Give) of a stimulus that increases the future rate or probability of a behavior  Negative Reinforcement = Contingent removal of an aversive stimulus that results in increased occurrence of behavior in future

36. Consequences Reinforcement Increases behavior in future **Increases desired or non-desired behavior Positive Reinforcement Subject gains something desired Negative Reinforcement Removal of a non-desired stimulus Punishment Decreases behavior in future **Increases desired or non-desired behavior Positive Punishment Subject gains something non-desired Negative Punishment Removal of a desired stimulus

37. Positive Reinforcement Contingent presentation (giving) the items below are examples of Positive Reinforcement, if they increase the occurrence of the behavior in the future: Increasing (B)ehavior due to (C) presentation of desired stimulus I respond in class to get verbal praise/ pat on back Child mows his grandpa’s lawn to get $25 Student studies to get an “A” increases likelihood I will study Student tells a joke in class to get peer attention Girl steals to get clothes she wants These can be and commonly are reinforcers for desired and undesired behaviors

38. Negative Reinforcement Contingent removal of (or escape from) the following aversive (negative) stimuli are examples of negative reinforcement, if they increase the occurrence of the behavior in the future Increasing (B)ehavior due to (C) Removal of Aversive stimulus  I take the kitchen trash out to the garage to remove (escape from) the awful smell  I go feed the baby to stop it from crying (to escape noise of crying)  I clean up my mess to remove (escape from) wife’s constant harping on me  Boy threatens/hits peer so peer will stop calling him names  Student swears at teacher so they can escape from the staff they don’t like  Dog runs away to avoid the child pulling its ears These can be and commonly are reinforcers for desired and undesired behaviors

39. Punishment: A Closer Look Remember: Punishment ALWAYS results in reduced future occurrence of the behavior Positive Punishment - the contingent presentation of (to give) a stimulus immediately following a response, which decreases the future occurrence of the behavior  Examples: Verbal reminder after speaking out in class (that decreases future behavior) Beating someone up after they ridicule you (if it decreases future ridicule) Overcorrection - Practice walking down hall 5 times after caught running in the hall (if it decreases future behavior) Drop and give me 20 after running a play wrong in football practice (if it decreases future behavior)  …assuming the behavior decreases in the future

40. Punishment: A Closer Look Negative Punishment - the contingent removal of a (desired) stimulus immediately following a response, which decreases the future occurrence of the behavior  Examples: Sending a student to Time out from desired Attention or a desired activity for talking out in class In-School Suspension (removal from desired school and peers) for fighting in school – assuming behavior is decreased in the future Losing a privilege (recess) because students got in a food fight at lunch  …assuming behavior is decreased in the future

41. Proactive v. Reactive PBS v. Aversive approach

42. PBS v. Aversive Model (ABC) ABC PBS (Positive Behavior Support) – Proactive Emphasis on Interventions to prevent problem behavior Emphasis on explicitly Teaching Alternate, Desired Behavior Emphasis on Positive Reinforcement of desired behavior Traditional Aversive/Punitive Model - Reactive approach Limited focus on Antecedent Interventions Little focus on teaching behavior Emphasis on punitive response to negative behavior

43. Traditional / Punitive Approach (ABC) ABC Student Situation & what the student has learned Asked to do math problem at the board in front of class of peers 1 st time tried to do problem Peers laughed and said “that one’s easy” Ever since – students acts out behaviorally Teacher usually calls on other student to do problem, peers laugh Traditional Aversive Model - Reactive approach No intervention – ask students to do problem on board as usual “should be able to do it just like everyone else” No focus on teaching – student “would have learned it if he was paying attention in class” Emphasis on punishing response – send student to Behavior Intervention Center or office

44. PBS Approach (ABC) ABC Student Situation & what the student has learned Asked to do math problem at the board in front of class of peers 1 st time tried to do problem Peers laughed and said “that one’s easy” Ever since – students acts out behaviorally Teacher usually calls on other student to do problem, peers laugh PBS (Positive Behavior Support) – Proactive approach Give student a problem they can be more successful by practicing problem ahead of time w/ student Teach & Practice: a. to more politely refuse problem b. Math skills needed to problem Reward student for a. Refusing politely, instead of w/ negative behavior b. Trying & success w/ math problem

45. Development of Antisocial Behavior

46. Developmental Progression of Antisocial Behavior Poor parental discipline & monitoring Child Conduct Problems Academic failure Rejection by normal peer group Commitment to deviant peer group Delinquency Early Middle Late Childhood Childhood Childhood & Adolescence BAD NEWS: LONG-TERM RISK INCREASES WITH EACH STAGE GOOD NEWS : WE CAN TAKE KIDS OFF THIS DEVELOPMENTAL PATHWAY

47. Poor Parental Monitoring & Supervision Parents tended to be non-contingent in using:  positive reinforcers for prosocial behavior, and  effective punishment for deviant behaviors #1 concern is Coercive Interactions that are directly reinforced by family members;

48. Coercive Interactions Maladaptive, manipulative strategies that children learn that are functional in their environments Most important set of contingencies for coercive behavior consists of escape-conditioned contingencies  child uses aversive behaviors to terminate aversive intrusions by other family members = Negative Reinforcement Coercive behaviors are reinforced because they become Functional by helping child survive in highly aversive social situation

49. Coercive Interaction: Example Shopping at a Grocery Store 1. Jimi asks for candy bar  Mom says “no” 2. Jimi starts crying  Mom ignores 3. Jimi throws a tantrum  Mom tries to distract him 4. Jimi throws things off store shelves  Mom gives him candybar to make him stop

50. Coercive Interaction: Example What did Jimi learn?  That negative behavior can be functional for getting him what he wants  child learns to control other family members through coercive means What did mom learn?  Giving in to negative behavior will make him stop engaging in negative behavior

51. Basic Training in Home As training continues child & family members gradually escalate intensity of coercive behaviors, often leading to high amplitude behaviors such as hitting or physical attacks Training is paralleled by lack of training for many prosocial behaviors – child’s prosocial acts are often ignored or responded to inappropriately RESULT - children have antisocial symptoms and they are socially unskilled

52. Challenges at School Entry Bad habits Throwing tantrums to obtain desired outcome Escalating behavior Threatening behavior Taking things/ doing things without asking Yelling, inappropriate volume Common Skill Deficits Following Directives Waiting for your turn Entering a Group Sharing a toy, etc. Asking peers to share in activity Attention Responding to praise Pre-academic skills  i.e. Pre-reading skills

53. What’s on the Quiz What does A-B-C stand for? Define Antecedent & Consequence What is the Relationship between Learning & ABC? Define Reinforcement & Punishment Understand the similarities & differences between Positive & Negative Reinforcement *** SEE BEHAVIORAL VOCABULARY HANDOUT IN SLIDES WEEK 2 ON BLACKBOARD