Models of behaviour management

Transcription

1 EDPP302 Risk and behaviour management Models of behaviour management Lecture 4 Applied Behaviour Analysis and Cogni4ve behavioural approaches September 5, 2016 Ray Handley

2 EDPP302 Risk and behaviour management This week:! Applied behaviour analysis B.F. Skinner! Functional behaviour analysis! Rational Emotive Behaviour Therapy Albert Ellis! Talk sense to yourself Jeff Wragg! Emotional temperature graph

3 Applied Cognitive Behaviour behavioural Analysis therapy (ABA) (CBT) Changes in attitude and thinking create different patterns of behaviour that modify consequences and outcomes By understanding and modifying the environment new patterns of behaviour can be created. thinking actions 2

4 Some examples from sport Observe, deconstruct, analyse, correct, practice Applied Behaviour Analysis Thinking, self talk, reconstruct, practice, avoid, plan Cognitive Behaviour Therapy

5 Applied Behaviour Analysis (Behaviour Modifica0on) features Psychology should be seen as a science, to be studied in a scientific manner. Skinner's study of behaviour in rats was conducted under carefully controlled laboratory conditions. from:

6 Applied Behaviour Analysis (Behaviour Modifica0on) features Behaviourism is primarily concerned with observable behaviour, as opposed to internal events like thinking and emotion. Note that Skinner did not say that the rats learnt to press a lever because they wanted food. He instead concentrated on describing the easily observed behaviour that the rats acquired. from:

7 Applied Behaviour Analysis (Behaviour Modifica0on) features The major influence on human behaviour is learning from our environment. In the Skinner study, because food followed a particular behaviour the rats learned to repeat that behaviour, e.g. classical and operant conditioning. from:

8 Applied Behaviour Analysis (Behaviour Modifica0on) features There is little difference between the learning that takes place in humans and that in other animals. Therefore research (e.g. classical conditioning) can be carried out on animals (Pavlov s dogs) as well as on humans (Little Albert... more). Skinner proposed that the way humans learn behaviour is much the same as the way the rats learned to press a lever. from:

9 Applied Behaviour Analysis (Behaviour Modifica0on) features There is little difference between the learning that takes place in humans and that in other animals.

10 Applied Behaviour Analysis (Behaviour Modifica0on) features Skinner coined the term operant conditioning; it means changing behaviour by the use of reinforcement which is given after the desired response. Skinner identified three types of responses or operants that can follow behaviour. from:

11 Applied Behaviour Analysis (Behaviour Modifica0on) features Neutral operants: responses from the environment that neither increase nor decrease the probability of a behaviour being repeated. Reinforcers: Responses from the environment that increase the probability of a behaviour being repeated. Reinforcers can be either positive or negative. Before heading out for a day at the beach, you slather Punishers: on sunscreen Responses in order to from avoid the ge;ng environment sunburned. that decrease You leave the the likelihood house early of a in behaviour order to avoid being ge;ng repeated. stuck in Punishment traffic and being weakens late for behaviour. class. from:

12 features Applied Behaviour Analysis (Behaviour Modifica0on)

13 Which quadrant?

14 experiments Applied Behaviour Analysis (Behaviour Modifica0on) Can Skinners pigeons Box read?

15 applications Applied Behaviour Analysis (Behaviour Modifica0on) any classroom using token reinforcements and/or reward/punishment systems Special Education classrooms ED/BD units with students on the Autism spectrum and.... as the basis for the identification of behaviour patterns (Functional Assessments) and the development of Individual Education Plans (IEPs) across all settings and especially as part of the Positive Behavioural Intervention and Supports (PBIS or PBL)

16 Functional behavioral assessment is.... * a process of looking for patterns in what happens around and/or to the student just before and just after the problem behaviour * an examination of these patterns to identify their purpose or their "function. Some possible functions are: avoiding something, getting something, and making something happen * a creative problem solving to enable the student to achieve the same purpose in a more appropriate or more acceptable way From:

17 Functional behavioral assessment Every behaviour can be described by its form and func4on. Form - the behaviour used to communicate Func(on the reason or purpose for the behaviour Common func4ons of behaviour: to access / obtain to avoid / escape to fulfill a sensory need

18 Functional behavioral assessment Behaviour interven4ons need to be matched to the func4on of the behaviour in order to: Increase and support posi4ve behaviours Reduce challenging behaviours Reduce challenging behaviour Increase and support posi4ve behaviour

19 Functional behavioral assessment Compe(ng Behaviour Pathway Desired behaviour SeDng event Antecedent Challenging behaviour Previous events that may influence or set the stage Condi4ons that occur before, which trigger the behaviour Long-term goal Observable ac4ons that immediately follow Alterna4ve behaviour Maintaining consequence Maintaining consequence What happens aper or as a result of the behaviour Hypothesised Func4on of behaviour Our best guess about the func4on or intent of the behaviour Short-term goal

20 SeDng events exp The Crisis Development Model Compe4ng behaviour pathway sick / 4red Func4onal Behaviour Assessment STEP 3 Developing a Hypothesis Antecedent 1:1 instruc4on small group instruc4on independent seat work Desired behaviour follow direc4ons complete work Challenging behaviour mumbles, whispers, head down, slumped body, push away from materials, loses pencil Alterna4ve behaviour ask for a break Short term goal FBA Competing pathway Maintaining consequences teacher encouragement, bonus school bucks Maintaining consequences escape task demands Anxiety Hypothesised when faced function with of unfamiliar behaviour work

21 Functional behavioral assessment Designing a Behaviour Support Interven(on Plan Sugges4ons: eg Examples: Structured teaching:! Physical Reinforcement using emo4onal/behavioural/social structure puzzles stories! Schedules Token Role-playing systems or modelling! Work Cues Providing to systems use op4ons the new skill! Visual Encouragement Promp4ng/cueing structure within when skills tasks is used

22 The Crisis Development Model STEP 4 Designing a Behaviour Support & Interven4on Plan Antecedents Behaviours Consequences Environmental Skill building Staff responses exp Func4onal Behaviour Assessment FBA Designing plan How will staff adapt the environment to reduce or eliminate sedng events & antecedents? Physical structure Visual support to tasks Design work systems Schedules /routines What new skills will be taught to replace the challenging behaviour? Emotional, behavioural or social stories Functional communication training Prompting Role playing How will staff respond in order to support posi4ve behaviour and reduce the challenging behaviour? Token systems Use skills in reframing, tactical ignoring and looking for exceptions Cues to use new or replacement Encouragement skill or reinforcement when new skill is performed

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24 Cogni4ve behavioural approach Ra4onal emo4ve behaviour therapy (Albert Elllis)

25 past experiences family a PHYSIOLOGY Thinking/Self talk ra0onal/irra0onal posi0ve/nega0ve schooling friends environment financial position model BASIC HUMAN NEEDS of Survival Recognition behaviour Belonging Fun Freedom Outcomes posi0ve or nega0ve consequences Feelings/Emo(ons recognise/express.. and you can control them Ac(ons/Consequences there is responsibility

26 Rational emotive behaviour therapy Developed by Albert Ellis, REBT looks at the irrational thinking that leads to destructive attitudes and entrenched patterns of behaviour in individuals. This process is called the ABC model. Ellis talking with Phillip Adams on ABC radio Source

27 Rational emotive behaviour therapy REBT also employs three primary insights: While external events are of undoubted influence, psychological disturbance is largely a ma`er of personal choice. Individuals consciously or unconsciously select both ra4onal beliefs and irra4onal beliefs at (B) when nega4ve events occur at (A)

28 Rational emotive behaviour therapy REBT also employs three primary insights: While external events are of undoubted influence, psychological disturbance is largely a ma`er of personal choice. Past history and present life condi4ons strongly affect the person, Individuals but they consciously do not, in or and unconsciously of themselves, select disturb both the ra4onal person. beliefs and irra4onal beliefs at (B) when nega4ve events occur at (A) It is the individual s responses which disturb them, and it is again a ma`er of individual choice whether to maintain the philosophies at (B) which cause disturbance.

29 Rational emotive behaviour therapy REBT also employs three primary insights: While external events are of undoubted influence, psychological disturbance is largely a ma`er of personal choice. Past history and present life condi4ons strongly affect the person, Individuals but they consciously do not, in or and unconsciously of themselves, select disturb both the ra4onal person. beliefs and irra4onal Modifying beliefs at the (B) beliefs when nega4ve and adtudes events at occur (B) requires at (A) persistence and It is the hard individual s work, but responses it can be which done. disturb them, and it is again a ma`er of individual choice whether to maintain the philosophies at (B) which cause disturbance.

30 Approaches in cognitive restructuring Talk Sense to Yourself: A program for children and adolescents Jeffrey Wragg Lindy Petersen

31 Talk sense to yourself Jeff Wragg Think consequences Is it worth it? What do I need to say to myself?

32 THINKING This is boring School sux I didn t do nothing They always pick on me STOP Think consequences Only 10 minutes to recess It s not worth it TALKING TRASH ACTIONS What am I doing? Throwing things Hassling other kids TALKING SENSE TO YOURSELF Talking in class Talking back to teachers CONSEQUENCES What happens? Sent out " Suspension "# Mum gets upset # Deten1on " Interview with principal # IS IT HELPING ME? IS IT WORTH IT? YES / NO

33 Emo4onal temp graph Anyone STOP Think Consequences Is it worth it? Answer back 4 Walk over and push them 5 6 Start fighting and yelling 7 8 Push back and call me a wanker 9 10 Throwing things Swearing Hitting out Feeling good 3 Keep saying things Mention my mum Get called names

34 References Wragg, J. (1989) Talk Sense to Yourself. A program for children and adolescents. ACER: Camberwell, VIC Boeree, G.C. (20006) Personality Theories Albert Ellis. Website accessed 23/2/2011 at h`p://webspace.ship.edu/cgboer/ ellis.html Petersen, L. & Gannoni, A.F. (1992) Stop, think. do: Teacher's manual for training social skills while managing student behaviour. ACER, Hawthorn, Vic.