What is Behavior? Course Objectives. What is Behavior? 11/2/13. (And how do we manage it?)

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1 What is? (And how do we manage it?) Sandra Brown, MS, OTR/L, BCP, BCBA Course Objectives Define behavior including appropriate vs. inappropriate Learn the A-B-Cs of behavior Define what increases and decreases behavior Understand 4 possible causes for inappropriate behavior Learn how to respond to behavior based upon cause Learn how change behavior: Reinforce/reward appropriate behavior Reduce challenging/inappropriate behavior What is? is a difficult subject manner, not because it is inaccessible, but because it is extremely complex. Since it is a process, rather than a thing, it cannot easily be held still for observation. It is changing, fluid, evanescent, and for this reason it makes great technical demands upon the ingenuity and energy of the scientist. B.F. Skinner

2 What is? Definition of What is? Human behavior includes everything that people do! is ANY observable or measureable act There are many ways to label behaviors: can be appropriate or inappropriate can be on task or off task can be good or bad There can be problem behaviors There can be challenging behaviors can be complex! can vary! Definition of BUT Have no fear! can be changed! 2

3 Appropriate vs.. Inappropriate Questions to examine: What do challenging behaviors look like? What and when is behavior: Appropriate or on task? Inappropriate or off task? Let s examine an example! Appropriate or Inappropriate? Why Do Children Do What They Do? Why do children engage in challenging behaviors Because it works! Testing limits Sense of control Why else? 3

4 Why Do Children Do What They Do? Think about it When do we give children the MOST attention? When do we give children what they want? When do we let children get away with it? A-B-Cs of Antecedent: A stimulus that occurs BEFORE a behavior A signal or prompt : A response or outcome Consequence: A stimulus that occurs AFTER a behavior Can increase, decrease or have no effect on behavior A-B-Cs of A little more about the A (antecedent) Setting Events can cause variations in behaviors: Sick Tired Hungry Change in routine What else? Why would these affect behavior? 4

5 A-B-Cs of A little more about the C (consequences) Consequences can increase, decrease or have no effect on behavior This is when you have the opportunity to ask parents Has what you ve bee doing been working? Examination of increases and decreases of behavior Punishment Reinforcement A-B-Cs of The ABCs are important to get you THINKING about behaviors so we can shape, model and CHANGE them! Instead of asking questions such as What just happened? Why did they do that? Now ask: What was the behavior? (the B ) What happened right before (the A ) What triggered the behavior? What happened right after (the C ) How did I respond to the behavior? Punishment Punishment occurs when a consequence DECREASES the future probability of the behavior it follows Positive punishment: ADDITION of a stimulus that decreases behavior Examples? Negative punishment: REMOVAL of a stimulus that decreases behavior Examples? Punishment should be used as a last resort Must remain in place to be effective! 5

6 Reinforcement Reinforcement occurs when a consequence INCREASES the future probability of the behavior it follows Positive reinforcement: ADDITION of a stimulus that increases behavior Examples? Negative reinforcement: REMOVAL or termination of a stimulus that increases behavior Examples? Reinforcement Remember, a consequence is only reinforcing if it INCREASES the desired behavior (hence decreasing the undesired) How often do you see parents/adults repeating themselves? How many times has this happened to you? Did it work? Change in the way of thinking provide lots of positive reinforcement, positive praise Types of Reinforcement Edible Reinforcers Food, snacks, candy, drinks Sensory Reinforcers Massagers, koosh balls, textured toys, tickles, swinging (can also be an activity), lights, music (can also be activity) Tangible Reinforcers Stickers, trinkets, cards, small toys, school materials, just about any item Activity Reinforcers Games, reading, music, playing outside, swinging, special events 6

7 Timing of Reinforcement When should reinforcement occur? Reinforcement should be immediate! Why? The behavior closest to the presentation of the reinforcer will be strengthened by that reinforcer! If presented later, other behaviors can be reinforced Common misconception that delayed consequences can reinforce (or even punish) behavior How many times have you heard Just wait until your father gets home. You can t go to the movies this weekend Frequency of Reinforcement How often should reinforcement occur? Use CONTINUOUS reinforcement when learning or shaping a new behavior Present reinforcer every time you see the behavior Differential Reinforcement Present variability with amount (one or a few) Intermittent Reinforcement Present variability with timing Intermittent Reinforcement Intermittent Reinforcement: Some behaviors are reinforced and some are not Highest level of reinforcement (think about the kid in the candy aisle) Progress to this type of reinforcement to maintain a behavior When inappropriate behavior is intermittently reinforced, it is virtually impossible to extinguish or replace! 7

8 Examination of Positive and Negative Reinforcement Timing is everything! Give the child TIME to respond, and when they do REINFORCE! Is it Punishment or Negative Reinforcement? Think about it Punishment DECREASES a behavior Reinforcement INCREASES a behavior Watch out for yourself! Punishment can be VERY VERY VERY reinforcing (powerful) for an adult hence we should use it as a last resort when all else has failed. But do we???? Token Systems Token Economy: a system where participants earn reinforcers (such as chips, coins, or points) immediately following a behavior which can then be exchanged for a greater item Often considered restrictive in school settings Cumbersome to implement Be careful! Can be punishing or negatively reinforcing if token cost or withdrawal used Make sure it is possible to achieve the tokens! 8

9 How to Change Let s examine the CAUSE of behaviors. Look for WHY they engaging in the behavior rather than the behavior itself (WHAT they are engaging in) Why do they act this way? How to Change The goal is to make inappropriate behaviors: INEFFICIENT INEFFECTIVE IRRELEVANT Identifying Causes of Sensory Feedback: engaging in behavior because something looks, feels or sounds good Tangible: engaging in behavior to obtain a desired item, activity, or request Social Attention: engaging in a behavior to bring awareness to themselves Escape: engaging in behaviors to avoid people or activities Let s watch some videos and discuss which you think is the cause. 9

10 Identifying Causes of Identifying Causes of Identifying Causes of 10

11 Identifying Causes of Identifying Causes of Identifying Causes of 11

12 Now Let s Change! (Finally!) Extinguishing a behavior: Put a behavior on extinction Discontinuing reinforcement of a PREVIOUSLY reinforced behavior Watch out for the EXTINCTION BURST (think kid in the candy aisle!) VERY hard to do! Why do you think? I ll give you a hint if you need it Think about timing and frequency of reinforcement Now Let s Change! (Finally!) Replacing a behavior: More effective and easier than extinction Idea is to expand repertoire of behaviors Teach more appropriate/alternative behavior Shaping a behavior: Modeling appropriate behaviors When would you use this? How to Reduce Challenging That s the goal! When it s sensory: Replacement behavior Work towards finding something more socially acceptable When it s attention: Increase on task attention Reduce off task attention When it s tangible: Work for it! Offer choices When it s escape: Work through it! Set limits 12

13 What Can I Do? What can I do to determine cause? ABC checklists Examines Antecedents-s-Consequences Motivation Assessment Scale: 16 questions targeting specific challenging behavior Refer for al evaluation which could include: Functional Assessment: systematic method of assessment for obtaining information about the purpose (function) a problem behavior serves Functional Analysis: using a experimental design, antecedents and consequences are arranged so that the separate effects can be observed and measured How Does This Help Me During Treatment? Operational definition A-B-Cs Reasons behind why someone acts a certain way Attention, Sensory, Tangible, Escape How we can respond Shape, Replace, Extinguish Collecting data ABC Checklists, MAS Providing evidence Conducting research Discussion: What do you see? 13

14 Summary: So Now You Know! Define behavior including appropriate vs.. inappropriate Learn the A-B-Cs of behavior Define what increases and decreases behavior Understand 4 possible causes for inappropriate behavior Learn how to respond to behavior based upon cause Learn how change behavior: Reinforce/reward appropriate behavior Reduce challenging/inappropriate behavior THANK YOU! Sandra Brown, MS, OTR/L, BCP, BCBA Brooks Rehabilitation at the Healthcare Plaza 3901 University Blvd South Jacksonville, FL Sandra.Brown@brooksrehab.org References: Cooper J.O, Heron T.E, Heward W.L. Applied behavior analysis (2nd ed.) Upper Saddle River, NJ: Pearson; Durand, M. & Crimmins, D. B. (1992). The motivation assessment scale administration guide. Topeka, KS: Monaco & Associates. 14