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Published byAugustus Long Modified over 9 years ago
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UNDERSTANDING WHY PROBLEM BEHAVIORS OCCUR Presented by Phillip Tse
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Introduction Children may display disruptive behavior because of physical pain or discomfort. Children display disruptive behavior because the child often can not, or does not use necessary language to express frustration or desires. To gain attention Escape/Avoid Work To get tangibles Self-stimulatory behavior
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Possible solutions Break down the activity into steps or provide a simpler task for the child. Replace the problem behavior with a functional, appropriate behavior. Implement a functional assessment, which focuses on why the child is behaving a certain way as well as providing information for parents/teachers to implement strategies that will decrease the behavior.
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Please remember Each child has unique and individual patterns of responding and interacting.
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Motivating factors in problem behaviors Positive consequence The teacher refusing to give the attention, cookies, toys, or free play but eventually caves in. Escaping or avoiding a situation The task may be irrelevant and/or difficult. Self-stimulatory behavior Not having enough appropriate environmental interactions.
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Recording problem behaviors Provide a new behavior that will make the greatest impact on the child’s life. Find possible reinforcements that will help decrease the disruptive behavior. Record data on recording sheet.
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Preliminary Exercise List specific behaviors of concern. Bite others—grabs arms with both hands and quickly bites lower arm one time. Tantrum—for at least 15 minutes, he cries while laying on floor, kicking and refusing to get up.
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Setting and Antecedent of the Behavior/BEFORE When the behavior occurs, first mark the specific situation or event that occurred immediately before the problem behavior.
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Result or Consequence of the Behavior/AFTER What the child experienced immediately after the behavior. Removed from the area. Given attention Given something
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Recording Sheet Example 1 Date: ____________ Name: ___________ Definition of Behavior: _______________________ DateTimeAntecedentBehaviorConsequenceFunction of Behavior
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Recording Sheet Example 2 Before Told to do something Change of activity Moved Alone Interrupted Told “No” Notes:
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Recording Sheet Example 2 After Given attention Given something Lost something Removed from area Ignored Punished Request withdrawn
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Recording Sheet Example 2 Why Get out of… Transition… To obtain… Attention Avoid (person/place) Other: Specify
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Investigating the function of the behavior Look for consistencies or patterns Time: when it occurs Place: where it occurs Does the behavior occur when a specific situation is presented to the child? Is the child usually given something in response to the behavior?
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Preparing for an intervention Fading the problem behavior by eliminating the troubling stimuli A child tantrums to escape from work. Possible solution: Provide the child to work on simple tasks while praising for his attempt. Provide a series of easy tasks with more difficult task interspersed periodically.
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Preparing for an intervention Understanding the function of the behavior followed by giving the child a more appropriate way of meeting that function. FunctionAppropriate behavior AttentionTap hand once, give eye contact, using verbalization Escape/AvoidanceManding for break/help, making curricular accommodations or instructional modifications Obtaining tangiblesManding/requesting appropriately (verbal, sign, picture exchange, etc)
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Common concerns The length of time required to teach a functionally equivalent behavior varies across individuals. Replacement behavior should be easy and as effective as the undesired behavior. Assess specifically in what situations the desired behavior does occur. Reassess whether there are multiple cues for the same behavior.
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