Lovingly In Charge: How to Get “Out in Front”

Lovingly In Charge: How to Get
“Out in Front”
of Children with Challenging Behavior
S E S S IO N 1 : T H E A- B- C O F
BE H AVIO R C H AN G E
Classical Conditioning
Remember Pavlov and his dog?
Fido salivated at the sight
of food.
Food = untaught stimulus
Salivation = untaught
response
Pavlov rang a bell just
before presenting food.
Bell = taught stimulus
Salivation = taught
response
Says Fido: “It’s a natural
thang!”
Says Fido: “There’s just
something about that bell!”
Operant Conditioning
(The ABC’s)
A = Antecedent (stimulus)
B = Behavior
C = Consequence
What’s That Again?
A = what happened before the behavior?
B = behavior to decrease or increase
C = what happened as a result of the
behavior that will make it more or
less likely to happen again
Functional Behavior Assessment
“A systematic method of assessment for getting
information about the purposes (functions) a
problem behavior serves for a person. Results are
used to guide the design of an intervention for
decreasing the problem behavior and increasing
appropriate behavior.”
Cooper, Heron, & Heward (2007). Applied Behavior Analysis (2nd ed.). Pearson Education, Inc. Upper
Saddle River; New Jersey 07458.
It’s All About Reinforcement
If it happens when the person is alone . . .
It’s probably automatic reinforcement.
If it happens when people are around . . .
It’s probably attention reinforcement.
If it happens when the person is asked to do things he
doesn’t like to do . . .
It’s probably escape reinforcement.
If it happens when the person is told he can’t do or have
something he wants . . .
It’s probably tangible reinforcement.
Four Primary Functions for Behavior
Automatic (sensory stimulation or pain attenuation)
Attention
Escape
Tangible
Types of Formal Assessment
Anecdotal
Questionnaires, Interviews, Checklists
Does not involve direct observation of the behavior
Descriptive
Documentation of behavior and environmental events
Scatterplots, ABC reports
Direct observation of behavior and environment but no
direct manipulation of either
Experimental Analysis
Highly valid, but difficult, intrusive, contrived
Anecdotal Functional Assessment
Structured approaches to gathering information from
parents, teachers, caregivers, and in some cases, the
individual whose behavior is assessed.
Questions About Behavioral Function (Paclawskyj et al., 1996)
Functional Assessment Interview (O’Neill et al., 1997)
Behavioral Diagnosis and Treatment Information Form (Bailey & Pyles,
1989
Stimulus Control Checklist (Rolider & Van Houten, 1993)
Motivation Assessment Scale
(http://www.monacoassociates.com/mas/aboutmas.html)
Functional Assessment Screening Tool (Iwata, et al., 1998)
Motivation Assessment Scale
(Durand & Crimmins, 1992)
Assesses functions of sensory/automatic, escape,
attention and tangible reinforcement
16 questions (4 for each of 4 functions), 7-point scale
from always to never
Question example: “Does the behavior seem to occur
in response to your talking to other persons in the
room? (attention)
Problem Behavior Questionnaire (PBQ)
(Lewis, Scott, & Sugai, 1994)
Assesses functions of peer attention, teacher attention,
escape/avoid teacher attention, and assessment of setting
events (factors that make occurrence of behavior more
likely)
Questions have a 7-point range from least to most
Statement example: “When the problem behavior occurs,
do peers verbally respond to or laugh at the student? (peer
attention)
Functional Analysis Screening Tool (FAST)
(Iwata & DeLeon, 1996)
Assesses functions of social reinforcement (attention,
preferred items), social reinforcement (escape), automatic
reinforcement by sensory stimulation, automatic
reinforcement by pain attenuation
Answer “yes” or “no” as to whether statements are
descriptive
Question example: “When the behavior occurs, do you
usually try to calm the person down or distract the person
with preferred activities (leisure items, snacks, etc)? (social
reinforcement of attention, preferred items)
Questions About Behavioral Function (QABF)
(Paclawskyj, Matson, Rush, Smalls, & Vollmer, 2000)
Assesses functions of attention, escape, nonsocial, physical,
tangible
Statements with a 4-point range
Statement example: “Participant engages in the behavior to
try to get a reaction from you. (attention)
Descriptive Functional Assessment
Direct observation of problem behavior and the
antecedents and consequences under naturally
occurring conditions.
ABC (Antecedent->Behavior->Consequence) Charts
Continuous observation
Scatterplots
ABC Continuous Recording
Antecedent
Behavior
Task prompt/instruction
Attention diverted
Social interaction
Tantrum
Engaged in preferred activity
Aggression
Preferred activity removed
Alone (no attention/activities)
Consequence
Social attention
Reprimand
Preferred item
Task Removed
Task Demand
Attention diverted
Experimental Analysis
A natural science approach to the study of behavior as a
subject matter in its own right founded by B.F. Skinner.
Methods include:
rate of response as a basic dependent variable,
repeated or continuous measurement of clearly defined
response classes,
within-subject experimental comparisons instead of
group design,
visual analysis of graphed data instead of statistical
inference, and
emphasis on describing functional relations between
behavior and controlling variables in the environment
over formal theory testing.
Experimental Analysis
Commonly referred to as “analog” experimental
analysis, meaning that . . .
The assessment conditions are analogous to those
operating in the natural environment, except that . . .
These conditions are designed to reduce the
“extraneous noise” that makes it so difficult to
identify functional relationships in the natural
environment (hence, contrived).
Analog assessments are considered “state of the
science,” a standard against which other types of
assessment are typically compared.
Analog Experimental Analysis
Four environmental conditions are created:
Alone: barren environment, no consequences
Attention: therapist/leisure materials, therapist
pays attention following challenging behavior
Demand: therapist presents task, task terminated
following challenging behavior
Play: therapist/leisure materials, no demands, no
consequences
Function Determines Treatment
When the function is:
Attention – intervene with as little attention as possible;
pay much more attention for wanted behavior
Escape - don’t use time out or withdraw/change
expectations at least until appropriate request for escape is
made
Tangible – allow person to get what they want only after
appropriate request/behavior, or offer suitable alternative
Automatic/Sensory - provide & reinforce acceptable
ways to get satisfaction or incompatible activity
Functional Behavior Assessment
“A systematic method of assessment for getting
information about the purposes (functions) a
problem behavior serves for a person. Results are
used to guide the design of an intervention for
decreasing the problem behavior and
increasing appropriate behavior.”
Cooper, Heron, & Heward (2007). Applied Behavior Analysis (2 nd ed.). Pearson Education, In c. Upper Saddle River; New Jersey
0 7 458.
Replacement Behavior
It is not enough to eliminate problem
behavior. Problem behavior must be
replaced with functionally equivalent
behavior.
Replacement Behavior
If Johnny can’t get attention by hitting his peers,
how can he get attention?
If Johnny can’t escape noise by hitting his head, how
can he escape noise?
If Johnny can’t get what he wants (tangible) by
stealing it, how can he get what he wants?
If Johnny can’t get oral gratification (automatic or
sensory) by hand-mouthing, how can he get oral
gratification?
Functional Assessment Steps
(Simplified Version)
1.
2.
3.
4.
5.
Identify problem behavior. (B)
Identify antecedents & consequences. (A & C)
Identify function of behavior.
Implement functionally equivalent intervention
that includes functionally equivalent replacement
behavior.
Take data to measure responses. Did the problem
behavior decrease? Did the replacement behavior
increase?
Case Study: Brian
13 years old
Pervasive developmental delay
Oppositional defiant disorder
Attention-deficit/hyperactivity disorder
Displayed aggression, property destruction,
tantrums
Bruised teacher and disrupted classroom
Cooper, Heron, & Heward (2007). Applied Behavior Analysis (2nd ed.).
Pearson Education, Inc. Upper Saddle River; New Jersey 07458.
Results of ABC Assessment for Brian
Antecedent: Adult attention diverted to
another student; denied access to Nintendo by
teacher
Behavior: Yelled at teacher, “That’s not fair!
Why do you hate me?!”
Consequence: Told to “calm down.”
Results of ABC Assessment for Brian
Antecedent: Teacher attending to another
student
Behavior: Hit sofa, attempted to leave
classroom
Consequence: Given choice of activity and
verbal warning to stay in classroom
Results of ABC Assessment for Brian
Antecedent: Teacher attention diverted to
another student
Behavior: Yelled, “Stop!” at another student
Consequence: Reprimand from teacher:
“Don’t worry, Brian. I will take care of it.”
Results of ABC Assessment for Brian
Antecedent: Class instructed to work
independently at their seats on math
homework for 20 minutes.
Behavior: Asked to go to the bathroom, then
engaged in tantrum behavior when told to
finish math first.
Consequence: Given choice of other
activities
Hypothesis Statements for Brian
When adult or peer attention is diverted from
Brian, he engages in a variety of problem
behaviors, which result in attention from
adults and peers.
Hypothesized function: attention from
adults and peers.
Hypothesis Statements for Brian
When Brian’s access to preferred toys and
activities is restricted, he engages in a variety
of problem behaviors, which result in gaining
access to preferred toys and activities.
Hypothesized function: Gain access to
preferred toys and activities (tangible
function).
Hypothesis Statements for Brian
When Brian is required to perform difficult or
undesirable tasks, he engages in a variety of
problem behaviors, which result in the tasks
being removed.
Hypothesized function: Escape from
difficult and/or non-preferred tasks.
Interventions for Attention Function
When adult or peer attention is diverted
from Brian, he will raise his hand and
say, “Excuse me . . .” and adults and
peers will provide attention to Brian.
Intervention: Teach a new behavior
Interventions for Attention Function
During independent work times, adults will
provide attention to Brian every 5 minutes to
increase the probability that Brian will
appropriately work independently, which will
increase adult opportunities to praise and
attend to appropriate behavior.
Intervention: Change the antecedent.
Intervention for Tangible Function
When Brian’s access to preferred toys and
activities is restricted, he will say, “Can I have
that back, please?” and the teacher will
provide access to preferred toys and activities.
Intervention: Teach a new behavior.
Interventions for Escape Function
When Brian is required to perform a difficult
or undesirable task, he will say, “May I take a
break now?” and the teacher will allow Brian
to take a break from the task.
Intervention: Teach a new behavior.
Interventions for Escape Function
When Brian is required to perform difficult or
undesirable tasks and he engages in a variety
of problem behaviors, he will be required to
continue working on the task and the time-out
intervention will be discontinued.
Intervention: Change the reinforcement
contingency.
How Do I Know What’s Happening?
Reinforcement
Punishment
Occurs when whatever
happens immediately
after/as a result of a
behavior increases the
future frequency of that
type of behavior in similar
conditions.
Occurs when whatever
happens immediately
after/as a result of a
behavior decreases the
future frequency of that
type of behavior in similar
conditions.
Say What?
Often, when treatment is working, the
behavior gets worse before it gets better.
E X T I N C T I ON
D I S C O N T I N U AT I O N O F A
R E I N F O RC EM E N T O F A P R E V I O U S L Y
R E I N F O RC ED B E H A V I O R
E X T I N C T I ON B U R S T
A N I N C R E A S E I N T H E F R E Q U E NC Y O F A
BEHAVI O R W HEN EXTI NC TI ON I S
INITIATED
Reinforcement vs Bribe
Reinforcement
Earned by the
child for
appropriate
behavior AFTER
she emits the
behavior.
Bribe
Given or promised
to the child to induce
her to stop
inappropriate
behavior BEFORE
she stops the
behavior.
Who’s Getting Reinforced Now?
IF YELLING IS WHAT
WORKS,
WHY IS IT NOT OK?
Welcome to Adulthood
Parenting, Teaching, Coaching
Be lovingly in charge (firm not angry).
You make the rules, not the child.
It takes planning ahead, paying
attention to what’s happening, and
consistency.
The job lasts for the duration.
You can do it!