What variables contribute to student behavior?  In your groups, describe or list the variables that might influence student behavior that you might observe in schools today.

 We must first understand the variables that influence behavior. A ntecedent B ehavior C onsequence Environmental Variables

Antecedents  Those events that occur before the behavior.

Behavior  Make sure you have a good, observable description of the behavior in which you are interested.  Reading words  Addition problems answered correctly  Refusing to work, putting head down

Where do I start? Non - ExamplesExamples TantrumSlaps other with open hand HyperactiveWalks away from area, gets out of seat AngryCries loudly with a whine FrustratedSwipes table clear of materials Not paying attentionLunges off of carpet square at circle AggressiveScratches hands and arms of others, bites

Consequences  An event that occurs after the behavior or response of the student  How do the consequences of a behavior influence whether or not that behavior will occur in the future?

Walking in the hall, you see someone you know You say hello Person looks down and does not speak ? Walking in the hall, you see someone you know You say hello Person looks at you and says hi. ?

Reinforcement A consequence that increases or maintains a behavior is a reinforcer. (A consequence is only a reinforcer if it increases or maintain behavior.)

Naturally Occurring Reinforcement  An infant turns his face toward the bottle because he has received milk for turning in the past.  A person wears gloves on a cold day because previously gloves kept her hands warm.  Appropriate social behavior continues based on the reactions of other people.

Reward = Reinforcer  Reinforcer -- has a demonstrated strengthening effect on behavior.  Reward -- form of compensation that is assumed to strengthen behavior

Determining Reinforcers  Ask  Observe  Menu - provide choices based on:  novelty  the child’s age  interests  naturally occurring in the environment

Increasing a Reinforcers Effectiveness  Contingent  Does not mean reinforce every occurrence  If … then  Immediate  avoid inadvertently reinforcing other behavior  Prevent satiation  Use schedules of reinforcement

 Are reinforcers the same for everyone?  What variables influence whether or not a particular item, event or activity will be considered reinforcing by a student.`

Extinction -- behavior that has been previously reinforced is no longer reinforced  Characteristics  gradual reduction of behavior  “extinction burst”  Spontaneous recovery  Advantages  aversives are not necessary  Disadvantages  temporary increase in rate  imitation by peers  controlling reinforcing consequences

Implementing Extinction  Identify source of reinforcement.  Withhold reinforcement.  Specify the conditions for extinction.  Maintain extinction for a sufficient amount of time.  Combine extinction with other strategies.

Punishment – a consequence that leads to a decrease in the future occurrence of the response or behavior  Disadvantages  withdrawal  aggression during initial implementation  avoid adults  peer reactions

Token Reinforcer -- used as a transition between performance and natural reinforcement.  Requires  token  back-up reinforcer  Must decide  target behavior for token  cost of back-up reinforcer  when is back-up reinforcer accessible

Considerations When Using Token Systems  Start big with tokens  ensure success the first few times  gradually increase the amount of work needed to obtain tokens  Exchanging tokens  initially -- often  Consider Supply and Demand  increase the number or requir4e a high number of tokens for a highly desired item

Time-out from Positive Reinforcement -- access to reinforcement is removed for a period of time  Characteristic  gradual reduction of behavior  Advantages  can be easy to implement for minor incidents  Disadvantages  difficult to implement for larger children

Implementing TOPR  Identify reinforcer that maintains behavior.  Make the time-in as reinforcing as possible.  Keep time-out period short.  Follow guidelines.  Release child from TO contingent on acceptable behavior.  Try teaching acceptable behavior first.

Challenging Behaviors Serve a Purpose  Obtaining  Attention  Tangible  Sensory  Escaping  Task, event, activity  Attention

Why is it important to identify the function of a behavior?  It is empirically validated as best practice. Placed in “time out” Or sent to principal office Reinforced Child yells to escape reading group Redirected to stay in group Not Reinforced

Hypothesis Development when this happens (setting event /context/antecedent) the student does (describe the target behavior) for what purpose (obtain/escape/ avoid) When Seaguin has been given an independent worksheet Lays his head down on the table and sleeps to escape having to do the work When Annie has been working independently on a math assignment Wanders the classroom shoving the materials of her classmates on the floor to obtain attention After a weekend with his grandparents and when transitioning from recess to reading groups Quintalis leaves the line, runs to the book bin and grabs a book out of someone’s hands to obtain a tangible item

Functional Equivalency  Hitting a peer Teacher attention  Raising his hand to signal the T.  In serving the same function, both responses must occur within the same context and result in the same consequences.

Setting EventsAntecedent Strategies Teaching or Skill Development Consequence Strategies When this happensStudent doesFor what purpose

DesiredMaintaining BehaviorConsequences Jeff is given Pushes the Teacher reminds a worksheetWS awayhim to get started SettingAntecedentProblemMaintaining EventEventBehaviorConsequence Replacement Behavior Competing Behavior Diagrams

Getting Started DesiredMaintaining BehaviorConsequences Jeff is given Pushes the Teacher reminds a worksheetWS awayhim to get started SettingAntecedentProblemMaintaining EventEventBehaviorConsequence Replacement Behavior Competing Behavior Diagrams

Getting StartedTeacher attention DesiredMaintaining BehaviorConsequences Jeff is given Pushes the Teacher reminds a worksheetWS awayhim to get started SettingAntecedentProblemMaintaining EventEventBehaviorConsequence Replacement Behavior Competing Behavior Diagrams

Getting StartedTeacher attention DesiredMaintaining BehaviorConsequences Jeff is given Pushes the Teacher reminds a worksheetWS awayhim to get started SettingAntecedentProblemMaintaining EventEventBehaviorConsequence Asking for directions to be repeated Replacement Behavior Competing Behavior Diagrams