Function of Behavior

Transcription

1 Function of Behavior

2 The Child who is not embraced by the village will burn it down to feel its warmth -African Proverb

3 Co-Founder Continua Consulting Group, LLC, 2019 Christopher Daikos MiT, MEd, EdS

4 Maladaptive behaviors + their function

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8 Overactive Fight, Flight, or Freeze amygdala changes Changes to reward system functioning and pleasure centers (VTA) Structural changes to executive functioning/prefrontal cortex Memory center: hippocampal neurotoxicity; reduced volume Ulrich-Lai 2009, Roth 1988, Iperato1991, Charmandari2005, McEwen 2010, McEwen 2007, Bierhauset al. 2003; Kiecolt-Glaser et al. 2003

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10 Function of Behavior: A/B Dyad Activity Observable actions: Gain or avoid Turn to a partner: Partner A identifies a behavior that seeks to gain something. Partner B identifies a behavior that seeks to avoid something. Partner A & B: Identify a behavior that does not either: seek to avoid Or -seek to gain.

11 Covert Behaviors Not observable e.g. perseveration, negative self-perception Externalized vs Internalized External = observed Internal = unobservable

12 Subjective vs Objective Data Subjective Observation (opinion/judgement) Objective Observation (Data/Fact) Lazy Does not finish Uses inappropriate language Says, shut up Is Immature Cries when he does not get to be first Is manipulative Seeks to get teacher off task when math is Acts Oppositional Argues with teacher when asked to be quiet Acts Friendly Smiles when talking to peers Is polite Says thank you

13 Potential Bias in Observation Leads towards judgment of the individual rather than focusing on the function of the behavior and potentially understanding the function of the behavior Educator bias/judgement of behavior can: Lead to a self-fulfilling prophecy = learned hopelessness Impede student/teacher relationship Enhance, rather than reduce, maladaptive behaviors

14 Clarity on Antecedent and Trigger A B C expanded Maag s model does not consider the A of condition the child exists in beyond the school environment, e.g. A = food deprivation, parental discord A t B C Antecedent = Hunger Trigger = Called a Jerk Behavior = Punch Consequence = Stimulus Terminated

15 Pathway Chart: Thinking Functionally & Developing a Multi-Pronged Intervention Plan Setting Events / Antecedent (increase likelihood the trigger will provoke behavior) Triggering (what happens right before the behavior that provokes it) Desired Alternative (what all students should do when the trigger happens) Typical Consequence (what s the regular pay-off for students) Problem Behavior (main behavior of concern that are maintained by the same consequence) Maintaining Consequences (the function or purpose of the problem behavior) Acceptable Alternative (socially acceptable behavior that serves same function)

16 GOOD NEWS!! We have Plasticity The brain can reorganize neural pathways throughout our entire life.

17 CAUTION! EXTINCTION BURSTS

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19 Become a Behavior Function Detective Antecedent = What is it? Trigger = What is it & why? Behavior = Replacement Behavior Consequence = Reinforced w/ positive out come and incentive as needed. All maladaptive behaviors serve a purpose & function

20 20 Use the worksheet: start with the behavior and work backwards Apply Function Continua Consulting Group, LLC Think about a kiddo who struggles w/ a behavior

21 Amygdala Essential for decoding emotions & threatening stimuli - External stimuli reach amygdala via two pathways - Thalamus prepares us for danger before knowing what it is - Medial prefrontal cortex decides fight or flight -

22 Heightened Amygdala - Essential for decoding emotions & threatening stimuli in an exacerbated state - External stimuli reach amygdala via two pathways - Thalamus prepares us for danger before knowing what it is in an exacerbated state - Medial prefrontal cortex decides fight or flight in an exacerbated state

23 A vicious Cycle Antecedent Trigger Perseverate Behavior Consequence Christopher L Daikos MiT, MEd, EdS

24 What We Can Do Identify Antecedent Awareness of Trigger Realistic Thinking Replacement Behavior Natural Consequence Christopher L Daikos MiT, MEd, EdS

25 Overactive Fight, Flight, or Freeze amygdala changes Changes to reward system functioning and pleasure centers (VTA) Structural changes to executive functioning/prefrontal cortex Memory center: hippocampal neurotoxicity; reduced volume Ulrich-Lai 2009, Roth 1988, Iperato1991, Charmandari2005, McEwen 2010, McEwen 2007, Bierhauset al. 2003; Kiecolt-Glaser et al. 2003

26 SAMPLE Function of Behavior Intro Slides

27 Pathway Chart: Thinking Functionally & Developing a Multi-Pronged Intervention Plan Setting Events / Antecedent (increase likelihood the trigger will provoke behavior) Triggering (what happens right before the behavior that provokes it) Desired Alternative (what all students should do when the trigger happens) Typical Consequence (what s the regular pay-off for students) Problem Behavior (main behavior of concern that are maintained by the same consequence) Maintaining Consequences (the function or purpose of the problem behavior) Acceptable Alternative (socially acceptable behavior that serves same function)

28 Pathway Chart: Thinking Functionally & Developing a Multi-Pronged Intervention Plan Setting Events / Antecedent *increase likelihood the trigger will provoke behavior Trigger Problem Behavior *what happens *main behavior of concern that are maintained by the same consequence right before the behaviour which provokes it Maintaining Consequences *the function or purpose of the problem behavior

29 Pathway Chart: Thinking Functionally & Developing a Multi-Pronged Intervention Plan Setting Events / Antecedent *increase likelihood the trigger will provoke behavior Desired Alternative *what all students should do when the trigger happens Trigger Problem Behavior *what happens *main behavior of concern that are maintained by the same consequence right before the behaviour which provokes it Typical Consequence *what s the regular pay-off for students Maintaining Consequences *the function or purpose of the problem behavior

30 Pathway Chart: Thinking Functionally & Developing a Multi-Pronged Intervention Plan Typical Consequence *what s the regular pay-off for students OR Setting Events / Antecedent *increase likelihood the trigger will provoke behavior Trigger Problem Behavior *what happens *main behavior of concern that are maintained by the same consequence right before the behaviour which provokes it Acceptable Alternative *socially acceptable behavior that serves same function Maintaining Consequences *the function or purpose of the problem behavior

31 Pathway Chart: Thinking Functionally & Developing a Multi-Pronged Intervention Plan Setting Events / Antecedent *increase likelihood the trigger will provoke behavior Trigger Problem Behavior *what happens *main behavior of concern that are maintained by the same consequence right before the behaviour which provokes it Maintaining Consequences *the function or purpose of the problem behavior

32 Pathway Chart: Thinking Functionally & Developing a Multi-Pronged Intervention Plan Setting Events / Antecedent *increase likelihood the trigger will provoke behavior Desired Alternative *what all students should do when the trigger happens Typical Consequence *what s the regular pay-off for students

33 Pathway Chart: Thinking Functionally Desired Alternative Increased distress tolerance student begins task shortly after expressing frustration Acceptable Alternative Walking out of class and standing outside of door instead of openly arguing with teacher

34 What s the Function? At the core, all behaviors seek to gain or avoid x. Often the origin of a maladaptive behavior is from seeking to gain a Maslow deficit in a toxic environment Continua Consulting Group, LLC

35 We know the function! Now what? Can a replacement behavior be developed? Is there a way for the student to gain or avoid w/o the maladaptive behavior? A healthy alternative taught.

36 Menu of Evidence-based Tier II Interventions for Behavior TIER II Interventions TIER II Interventions Mentor-based support e.g., Check in/check out Behavior contracting Self-monitoring School-home note system Progress monitoring combined with rewarding goal attainment Class Pass Intervention Positive Peer Reporting Academic continua consulting group, llc

37 Myths about Interventions The Silver Bullet One Size Fits All Interventions are found equally liked by all staff Too little time and not enough staff continua consulting group, llc

38 Student Intervention Matching continua consulting group, llc C.R. Cook, PhD

39 Gathering Baseline Data Tools Direct behavior rating Brief behavior rating forms Point sheets Existing data continua consulting group, llc

40 AIM2 Procedures C R Cook PhD