1. Difficult Childhood Behaviors Behavior Management Strategies for School Settings Kimberly Dwyer-Moore, MS, BCBA Innovations Program Manager Our Lady of Peace Children’s Peace Center

2. I.Understand roots of challenging behavior II.Identify skill deficits vs. performance deficits III.Identify antecedents and consequences IV.Understand possible functions of challenging behaviors V.Begin to develop interventions based on function rather than form Presentation Objectives

3. Who Am I?

4. Common Challenging Behaviors Q. What are some common challenging behaviors that you have experienced in a school setting or at home? Whining, Arguing when told “No” Refusal or acting out behaviors when asked to complete a task Verbally disruptive behaviors in the classroom Tantrum after losing a game Teasing/bullying Taking toys from peers Somatic complaints of illness

5. What is Behavior? “Behavior is what a man does, not what he thinks, feels, or believes.” –Author Unknown I.Body movement that results in a change in the environment.* Behavior is not a property or attribute of a person Behavior occurs in the environment Most important behaviors are learned through contact with the environment *(Cooper, Heron, & Heward, 2007)

6. Roots of Challenging Behavior Biological Variables Includes anatomical structures Normal physiological processes –Ex: digestion, respiration, neurological changes Anomalies in anatomy and physiology due to injury or illness Environmental Variables Includes any changes in the environment –Ex: rise in temperature, availability of food, comments by others, cultural customs Behavior is the product of two kinds of variables:

7. Roots of Challenging Behavior Behavioral Excesses Behavior is too frequent Behavioral Deficits Skill deficit: Child does not perform the behavior because he/she does not know how Performance deficit: Necessary skills are present but the child does not perform the behavior or in the appropriate settings

8. Understanding Challenging Behavior Most important behaviors are learned through interactions between the Behavior  Environment

9. Understanding Challenging Behavior Learned behavior is selected by its consequences If a behavior is successful (meets its goal), it will happen again If a behavior is successful for a period of time, it does not have to be successful every time to keep occurring

10. Understanding Challenging Behavior Learned behavior is selected by its consequences If a behavior is not successful it will stop occurring –Example: If a child never gets the candy bar when he whines he will eventually stop whining in the grocery store These facts are true for both desirable (wanted) and undesirable (unwanted) behavior “The thought is not the act” “The thought is not the act” –Joan Ebbitt

11. Understanding Challenging Behavior Consequences: The change in the environment that results from a behavior –If the consequence keeps the behavior going the behavior has been reinforced and the particular consequence was the reinforcer –If the behavior stops occurring, the consequence was a punishment for the behavior

12. Identifying Motivation Why is my child acting out? Requires us to look at the conditions in the environment Once we identify the conditions we can change them!

13. Learning the ABCs I.Antecedents –Events that precede and set the occasion for the behavior II.Consequences –Events that occur after the behavior and determine the future frequency of the behavior A. Telephone Rings B. Answer the phone A. Telephone rings B. Answer the phone C. Telemarketer

14. Learning the ABCs Antecedents Instructions, tasks, context (what is currently going on in the environment), prompts Behavior Yelling, walking away, throwing items, crying Consequences Reprimands, praise, privileges, arguments, ignoring To change behavior we must change the antecedents and consequences paired with the behavior Antecedents set the stage Consequences determine the future Identifying the ABCs will help identify where things are going wrong

15. Understanding Challenging Behavior So, why is this important to know? –If the child does not learn a new way to access reinforcement from the environment he/she will continue the behavior –Thus, we cannot effectively treat unwanted behavior until we identify the consequences that are keeping the behavior going

16. Treating Behavior by Function & Form Function Treating behavior by its outcome –When we describe a behavior by its outcome we develop treatments based on the behavior’s function Form Treating behavior by what it looks like –When we describe behavior by what it looks like, we develop treatments based on what the behavior looks like These treatments might work some of the time, but we will never know why Worse, when the treatment doesn’t work we will never know why A crying child is hugged, A yelling child is reprimanded, A whining child is ignored, An aggressive child is given medication

17. Treatment Functions of Learned Behavior Attention (social positive reinforcement) –When a problem behavior occurs it often results in immediate attention from others  Attempts to soothe, distract, counsel, or reprimand  These reactions can serve to keep the behavior going, even by accident

18. Treatment Escape or avoid aversive stimulation Many behaviors are learned because they are successful in reducing or eliminating aversive events A child may cry or tantrum just before and during work time in school to shorten his/her work time and reducing the number of times a teacher asks him/her to do work each day Tangible Reinforcement Many behaviors result in immediate access to preferred items or other stimuli A child may cry or tantrum until a favorite TV show is turned on Turning on the TV show may stop the crying temporarily, but make crying more probable in the future Automatic Reinforcement The behavior may produce its own reinforcement This is sometimes referred to as “self-stimulatory” behavior Examples: Rocking, hand flapping, Singing, Pica

19. Behavioral Strategies Antecedent Based Interventions Interventions implemented prior to the occurrence of a challenging behavior to decrease the likelihood that the challenging behavior will occur. Consequence Based Interventions Interventions implemented after the occurrence of a challenging behavior that are designed to decrease the “future” occurrence of the behavior.

20. Function Based Interventions Antecedent Based Interventions Provide attention more frequently Provide attention for a more appropriate behavior Enrich the environment to decrease motivation for accessing attention Provide type of attention that child gets when engaging in disruptive behavior “Catch them being good” Consequence Based Interventions No longer provide attention after the occurrence of the challenging behavior Limit the amount of attention that is provided after the behavior –Remove others from the immediate environment  Move classmates away  Move the child to another environment where he/she cannot access attention  Time-out Behaviors maintained by Attention

21. Function Based Interventions Antecedent Based Interventions Provide access to the item non- contingently (freely) Restrict access to the tangible item (deprivation) Consequence Based Interventions Do not provide the tangible item after the unwanted or challenging behavior Provide access to the item/activity contingent on an appropriate behavior –Ex: 1 st chores then video games Move the child away from the preferred activity or remove access –Ex: Time-out Behaviors maintained by Access to Tangibles

22. Function Based Interventions Antecedent Based Interventions Decrease access to reinforcement in other areas Increase the reinforcing value of the task/instruction Decrease the frequency of the instruction Decrease the difficulty, amount or duration of the task Provide frequent assistance Reinforce small amounts of compliance by offering breaks Teach the child to ask for breaks or for help Consequence Based Interventions No longer allow the child to avoid or escape non-preferred activities after engaging in the challenging behavior Provide escape and other rewards contingent on a new, more socially appropriate behavior –Ex: Requesting a break Restrict access to preferred activities until the child completes the instruction/task Behaviors maintained by Escape/Avoidance

23. Function Based Interventions Antecedent Based Interventions Consult appropriate professionals Rule out medical causes Provide attention frequently and freely Enrich the environment with engaging, preferred and appropriate activities Create opportunities for the child to engage in these behaviors (socially appropriate situations) Prompt the child to engage in an incompatible behavior Consequence Based Interventions Block the occurrence of the behavior (response-blocking) Change the consequences that occur after the behavior Provide tangible reinforcement for low rates of the behavior in an attempt to compete Behaviors maintained by Automatic/Sensory

24. In Conclusion I.Identify behaviors that are a problem for you! II.Take an honest look at the environment III.Look at the ABC’s IV.Determine the motivation (why???) V.Make changes for success! “Action is the foundational key to all success” –Pablo Picasso

25. Tips for Success I.Achievable goals –Meet them where they are! II.Clear Communication –Expected behaviors –Consequences –Time frames III.Role Play Scenarios –Instructions –Expected behaviors –Positive consequences IV.Manipulate the antecedents I.Shaping, prompting strategies

26. Tips for Success I.Consistent follow through –Be aware of YOUR limitations –Acknowledge and reinforce appropriate behaviors –Make privileges contingent –Ignore inconsequential behaviors –Avoid power struggles and arguments –Let the consequences do the talking –Steer clear of explanations –Remain calm and neutral II.Create opportunities for success –Practice often –Make goals achievable –Set up “real life” situations –Priming –Increase positive interactions and praise in difficult situations –Make size, amount, quality of rewards contingent on difficulty of the behavior/environment