What are the basic principles (building blocks) of behavior? 2 Day

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1 7/0/8 Overview Sum m er Institute Intensive Focus on al Theory Day Brandi Simonsen, Adam Feinberg, Jen Freeman, & Susannah Everett S u p p le m e n ta l R e a d in g s Legend fo r S u m m e r B e h a v io r In s titu te A Science of Human What are the basic principles (building blocks) of behavior? How do we select, define, and measure behavior to monitor desired implementation and outcomes (success)? Day How do we (re)design environments to promote success? How do we teach skills to increase fluency and promote generalization to expand success? How do we emphasize self-management to promote independence? How do we respond to behavior to strengthen desired behavior and weaken undesired behavior? 4 Nonya By discovering and analyzing these causes [i.e., stimuli that have an effect on behavior], we can predict behavior; to the extent that we can manipulate them, we can control behavior (p., emphasis added). What is the science of behavior that underlies positive behavioral interventions and supports (PBIS)? At home, Nonya has several chores (feed the dog, water the plants, and pick up her toys). On Monday, Nonya was tired. Her mom reminded her to do her chores, but Nonya said No and flopped on the floor. When Nonya s favorite cartoon came on she was not allowed to watch because her chores were not done. (Her mom took her TV privileges away). In the future, Nonya is less likely to say no and flop on the floor. (Skinner, 95; e-version 005) Organizer Slides Content Slides Your Examples of ABCs Independently, write an example for each type of consequence (SR+, SR-, SP+, & SP-) and include relevant antecedent stimuli (SD, SD-). In groups of -, share your examples in random order. Have your partner(s) identify the correct consequence. Within your group, choose the best example of each to share with the whole class. Example Slides Building Blocks of Advancing our Understanding Consequence How would you state that in a more technically precise (ABA) way? MO SD/D- R SR/P Share. Activity Slides What is the science of behavior that underlies positive behavioral interventions and supports (PBIS)? Advanced Slides S c ie n c e Putting together. mainit all purposes 6 main attitudes Science is a system atic approach to the understanding of natural phenom ena as evidenced by description, prediction, and control that relies on determ inism as its fundam ental assum ption, em piricism as its prim e directive, experim entation as its basic strategy, replication as its necessary requirem ent for believability, parsim ony as its conservative value, and philosophic doubt as its guiding conscience. (Cooper, Heron, & Heward, 007, p. 7)

2 Key Theorist Timeline Darwin (808-89) Pavlov (849-96) Thorndike ( ) The law Natural of effect stated that Watson ( ) FOOD The law of exercisestated that a Previously Neutral Stimulus (Bell) Paired with consequences Selection of & Unconditioned Stimulus (Food) a behavior may response made in a certain affect Evolution Skinner ( ) behavior the in future a certain occurrences situation. of situation situation. is associated with that ABA FOOD Unconditioned Stimulus (Food) Unconditioned Response (Salivation) Conceptual Foundations of PBIS ism is learned, lawful, and manipulable Conditioned Stimulus (Bell) Conditioned Response (Salivation) A Science of Human By discovering and analyzing these causes [i.e., stimuli that have an effect on behavior], we can predict behavior; to the extent that we can manipulate them, we can control behavior (p., emphasis added). Conceptual Foundations of PBIS ism ABA Apply to socially important problems in applied settings (Skinner, 95; e-version 005) ABA in ONE sentence! ABA is an approach to addressing socially important (applied) problems by (a) implementing theoretically-sound interventions (grounded in conceptual systems), which are described in replicable detail (technological), to alter observable and measurable actions of individuals (behavioral) and (b) demonstrating that the selected intervention is functionally related to the behavior change (analytic), producing change that is both meaningful (effective) and lasting across contexts (generality). (Simonsen, 05; italicized words are the seven dimensions of ABA described by Baer, Wolf, & Risley, 968) Conceptual Foundations of PBIS ism ABA PBS Consider larger context of improving quality of life

3 According to Carr et al. (00) What is PBS? Positive support (PBS) is an applied science that uses educational methods to expand an individual s repetoire and systems change methods to redesign an individual s living environment to first enhance the individual s quality of life and, second, to minimize his or her problem behavior (Carr et al., 00, p. 4) Conceptual Foundations of PBIS ism ABA PBS PBIS and Answers al What is the theory, science applied of behavior behavioral that underlies analysis, positive and positive behavioral support interventions provide and the supports foundation (PBIS)? for PBIS. What are the basic principles (building blocks) of behavior? Building Review Blocks of Big of Ideas Consequence condition or event that temporarily alters the value of the consequence. A stimulus that precedes a behavior. An observable and measurable act of an individual (also called a response). A stimulus change that occurs contingent on a behavior. (Alberto & Troutm an, 006) Building 4 Types of Blocks Consequences of Types of s Consequence Action Effect on Future Future Probability Future Probability Give Take Reinforcement By SR+ examining SRthe history of for reinforcement Punishment a response, we can infer SP+ function. SP- Consequence Discriminative Stimulus (SD) S-Delta (S ) SD Minus (SD-) Response Reinforcement Punishment

4 Focus on s Consequence and Answers What al is the theory, science applied of behavior behavioral that underlies analysis, positive and positive behavioral support interventions provide and the supports foundation (PBIS)? for PBIS. Motivating What are the Operations, basic principles s, (building s, blocks) of and behavior? Consequences are the building blocks of behavior. condition or event that temporarily alters the value of the consequence. Also known as a motivating operations (MO) or, more specifically, establishing operations (EO) or abolishing operations (AO) MOs affect frequency of behavior by influencing differential effectiveness of that reinforcer (CHH, 007, p. 77) Day How do we select, define, and measure behavior to monitor desired implementation and outcomes (success)? How do we (re)design environments to promote success? Why is measurement important? Measurement is assigning numbers and units to particular features of objects or events (Johnston, & Pennypacker, 99, p. 9 as cited in CHH, 007, p. 7) how scientists operationalize empiricism (CHH, p. 7) a way practitioners optimize their effectiveness (CHH, p. 74) a way to establish practices as evidence-based (CHH, pp ) a necessary component of accountability and ethical practice (CHH, p. 75) Why do we assess or measure? How do we assess or measure? Screening Inform Monitor intervention intervention Follow-up identify and define [and quantify] targets for behavior change create a picture of variables that increase, decrease, maintain, or generalize the behavior of interest Beware of Reactivity Interviews Checklists Tests Direct Observation With Indirect the person Methods Characteristics of Criterion ABCs Direct (e.g., referenced FACTS) Methods Focus tests of class may With significant others Assess dimensions be behaviorally of and/or oriented context (e.g., Ecological CBCL) Assessment (C ooper, H eron, & H ew ard, 007, pp ) Key Steps in Measuring. Select target behavior(s). Define target behavior(s). Identify relevant dimension(s) of behavior(s) 4. Determine best procedure(s) for measuring behavior(s) given definition, dimensions, and context. (C ooper, H eron, & H ew ard, 007, C H -) 4

5 Considerations in Selecting a Target : Social Significance Does it increase access to reinforcement from natural environment? from others? other (less restrictive) environments where other behaviors can be learned/performed? Is it important as a prerequisite for another functional skill? behavioral cusp or pivotal behavior? Is it age appropriate? If a behavior is targeted for reduction, is there an adaptive replacement? Do you have the right behavior (not a related or verbal one)? Considerations in Selecting a Target : Prioritizing s. Does this behavior pose any danger to client or others?. How often does (or will) the behavior occur?. How long-standing is the problem or skill-deficit? 4. Will changing this behavior produce higher rates of reinforcement for the person? 5. What will be the relative importance of this target behavior to future skill development and independent functioning? 6. Will changing this behavior reduce negative or unwanted attention from others? 7. Will this new behavior produce reinforcement of significant others? 8. How likely is success in changing this target behavior? 9. How much will it cost to change this behavior? (C ooper, H eron, & H ew ard, 007, pp. 55-6) (C ooper, H eron, & H ew ard, 007, pp. 6-6, emphasis added) Key Steps in Measuring. Select target behavior(s). Define target behavior(s). Identify relevant dimension(s) of behavior(s) 4. Determine best procedure(s) for measuring behavior(s) given definition, dimensions, and context. Operational Definitions Characteristics of a good definition: Accurate and objective (observable and measurable) Clear (unambiguous), complete (delineating range and limits of included behavior), and concise Both you and a stranger can use it Two types of definitions: Function-based definition: designates responses as members of the targeted response class solely by their common effect on the environment. Topography-based definition: identifies instances of the target behavior by the shape or form of the behavior (C ooper, H eron, & H ew ard, 007, C H -) (C ooper, H eron, & H ew ard, 007, pp ) Teacher Exam ple: Student Example: 5

6 Key Steps in Measuring. Select target behavior(s). Define target behavior(s). Identify relevant dimension(s) of behavior(s) 4. Determine best procedure(s) for measuring behavior(s) given definition, dimensions, and context. (C ooper, H eron, & H ew ard, 007, C H -) Dimensions and Measures of Directly observed quantities of behavior Repeatability Temporal Extent Temporal Locus Instances Every Count instance of a response of behavior number class Duration occurs can of during at occurrences a certain repeatedly some point amount of a in through Latency behavior (p. time of time (p. with 76) 75) 75) respect Rate to other events (p. number amount elapsed 75) of time time responses between in which per the behavior unites onset In terrespon of occurs (p. timea a stimulus se e Celeration ratio (p. measure 79) and amount ; the see initiation of 76); additional of time how see that of rates guidelines a details elapses subsequent of response and (pp. between guidelines 76-78). response change two (pp. (p. over 79-80) consecutive time (p. instances 78) of a response class (p. Indirectly observed 80) or qualities of behavior Definitional Derivative Measures Additional Dimension qualitative data Topography derived parameter from direct for physical measures defining Percentage and form of dimensional verifying or shape the of quantities occurrence a Locus behavior (p. on of body of many 8) response behavior (p. Magnitude classes (p. (force) 8) 8) intensity ratio Trials formed to with criterion by which combining a response the Locus same is in emitted (p. environ 84) dimensional number of response qualities (e.g., opportunities % correct; needed p. 8) to See Table 4. (Cooper, achieve Heron, a predetermined & Heward, 007, level pp. of performance 85-87) (p. 8) (C ooper, H eron, & H ew ard, 007, pp ) Teacher Example: What dimension? Student Example: What dimension? Rate Duration & Rate Key Steps in Measuring. Select target behavior(s). Define target behavior(s). Identify relevant dimension(s) of behavior(s) 4. Determine best procedure(s) for measuring behavior(s) given definition, dimensions, and context. (C ooper, H eron, & H ew ard, 007, C H -) Procedures for Measuring Event Recording Methods: Various Stopwatch observing measuring counters behavior timer effects during that the specified behavior intervals produced or on moments the in time Considerations: Whole-interval Partial-interval environment (p. must (for duration have recording 95); discrete all and methods 40% be applied IRT can Timing 90% beginning recording) Momentary and/or time endantecedent sampling stimuli must be countable high (for discrete Planned Considerations: latency activity rate) beginning recording) check and must end have (not 60% Many advantages (see pp ) too Time Sampling Each Considerations: Determine count whether must represent it s appropriate a comparable not The shorter accurate (see work pp. if 98-99) the behavior amount estimates the interval, is of variable behavior the more or (does continuous) Summarize with % of intervals Pretend Permanent you re using 0 And this is when the How would second Product intervals actual behavior occurs you record 0 Across sec all 0 procedures, sec when 60 secpossible, use technology 60 sec to facilitate 5 5 measurement, data entry, data summary, etc. 6

7 Teacher Example: How would you measure? Student Example: What dimension? Rate ESTIMATE of Duration & Rate Duration & Rate. To graph or not to graph: Purpose of Visual Displays providesimmediat e access to on-going visual record. explore interesting variations in behavior as they occur. Aid in interpretation of data 4. visual analysis is a conservative method for determining the significance of behavior change 5. enable and encourage independent judgments and interpretations 6. effective sources of feedback to the people whose behavior they represent (Cooper, Heron & Heward, 007, p. 8) Common Types of Graphs. Simple Line Graphs. Cumulative Records. Scatterplot 4. Bar Based on Cartesian plane, a two-dimensional area formed by the intersection of two perpendicular lines. Any point within the plane represents a specific relationship between the two dimensions described by intersecting lines. (Cooper, Heron, & Heward, 007, p. 9) Parts of a Line Graph: Questions? Units of Vertical Axis (Y) Talk Outs per Minute Baseline Continuity Break Rate of Talking Out Phase Line Observations Intervention (CHH, pp. 9-0) Condition Labels Data Points & Path Horizontal Axis (X) Figure Caption Units of Time Figure. Rate of talking out across baseline and intervention conditions.. Simple Line Graphs. Cumulative Records. Scatterplot 4. Bar Types of Graphs A graph showing the number of responses on the ordinate against time on the abscissa...permits a direct inspection of rate and changes in rate (Skinner, 957, p., as cited in Cooper, Heron, & Heward, 007, p. 5) 7

8 Cumulative Graph: Questions? Cumulative Number of Talkouts Baseline Steeper slope reflects higher response rate Intervention (CHH, pp. 5-8) Easy to see total # of responses at a given point in time Responses are added cumulatively (never 4 resets 5 to 60) Observations. Simple Line Graphs. Cumulative Records. Scatterplot 4. Bar Types of Graphs graphic display that shows the relative distribution of individual measures in a data set with respect to the variables depicted by the x and y axes. (Cooper, Heron, & Heward, 007, p. 4) Figure 4. Cumulative frequency of talking out during science class across baseline and intervention conditions. Scatterplot Count during 5 Min Interval sci ence mat h lang art s Data points are not connected (CHH, pp. 4-44) Illustrates patterns or relationships Minutes into Class Period Figure 5. Scatterplot of the count (frequency) of disruptive behaviors involving peers throughout class periods in science, math, and LA.. Simple Line Graphs. Cumulative Records. Scatterplot 4. Bar Types of Graphs used for displaying and comparing discrete sets of data that are not related to one another by a common underlying dimension by which the horizontal axis can be scaled. visual summaryduring different conditions may mask important variability (Cooper, Heron, & Heward, 007, pp. -) Big Ideas Units of Average Rate per M in c irc le s ea tw o r k whol e gr o up tr a ns it io n Class Activity Conditions / Categories Figure 6. Average rate of talking out across routines. Why and how we measure and assess: Why? Screening, informing and monitoring intervention, and following up How? Interviews, checklists, tests, and direct observations Key steps to measuring behavior:.select target behavior(s).define target behavior(s).identify relevant dimension(s) of behavior(s) 4.Determine best procedure(s) for measuring behavior(s) given definition, dimensions, and context. Construct a graph to create a meaningful visual display of data 8

9 and Answers al What is the theory, science applied of behavior behavioral that underlies analysis, positive and positive behavioral support interventions provide and the supports foundation (PBIS)? for PBIS. Motivating What are the Operations, basic principles s, (building s, blocks) of and behavior? Consequences are the building blocks of behavior. How Prioritize do we socially select, valid define, behaviors, and measure operationally behavior define to monitor them, desired and invest implementation in sound measures and outcomes to support (success)? decision-making. How do we (re)design environments to promote success? condition or event that temporarily alters the value of the consequence. Building Blocks of Consequence A stimulus that precedes a behavior. An observable and measurable act of an individual (also called a response). A stimulus change that occurs contingent on a behavior. (Alberto & Troutm an, 006) How do we (re)design environments Building to promote Blocks of success? Focus on s Building or Motivating Blocks of Operations Consequence Consequence A stimulus that An observable A stimulus condition Although or individuals precedes a (not groups) and behave, change we that can event behavior. measurable of an individual act temporarily apply that basic principles of behavior to promote occurs contingent a on a alters the positive value and proactive environment (also called a that behavior. (a) of the response). consequence. occasions and increases the likelihood of desired behaviors and (b) prevents or decreases the likelihood of undesired behaviors. condition or event that temporarily alters the value of the consequence. A stimulus that An observable precedes Two types a of motivating and operations (MO): establishing operations (EO) behavior. measurable of an individual act or abolishing operations (AO) (also called a MOs affect frequency response). of behavior by influencing differential effectiveness (CHH, 007, of that p. 77) reinforcer A stimulus change How can that we occurs apply contingent interventions on to a behavior. address common setting or MOs? events (Alberto & Troutm an, 006) (Cooper, H eron, & Heward, 0 07 ) Strategies to Address s Building or Motivating Blocks of Operations Consequence ADDITIONAL ANTECEDENT/MO INTERVENTIONS Non-contingent reinforcement (NCR) Stimuli known to be effective reinforcers for problem behavior are delivered on a fixed or variable time schedule, independent of the behavior (may function as an AO) Minimize the Likelihood Neutralize High probability request sequence Present a series of requests for behavior previously demonstrated by learner (high-p), then present request for target (low-p) behavior Withhold SD Add Prompts SR for Desired (H orner, Vaughn, D ay, & Ard, ) Functional communication training (FCT) Teach an appropriate behavior that will replace the problem behavior(s) evoked by an establishing operation (EO) (Cooper, Heron, & Heward, 007) 9

10 Focus on s Strategies to Address s How can we alter antecedents to increase desired (and decrease undesired) behaviors? Consequence Discriminative Stimulus (SD) S-Delta (S ) SD Minus (SD-) Response Reinforcement Punishment Consequence Add prompts to increase Increase SD(s) for salience of SD(s) for desired behavior(s) desired behavior(s) Discriminative Stimulus (SD) Reinforcement Posters of Expectations Verbal Pre- Corrections Response Desired Established signals Environ. design Strategies to Address s Strategies to Address s Shape Positive Peer Culture Remove Environ. Barriers Remove SD-(s) for desired behavior(s) SD Minus (SD-) Response Desired Punishment Remove prompts for undesired behavior(s) Positive Expectations Positive Prompts Discriminative Stimulus (SD) Remove SD(s) for undesired behavior(s) Undesired Rearrange Environ Increase structure Reinforcement Active Supervision Clear Policies and Procedures Consider SD-(s) for undesired behavior(s) Strategies to Address s SD Minus (SD-) Undesired Punishment and Answers What al is the theory, science applied of behavior behavioral that underlies analysis, positive and positive behavioral support interventions provide and the supports foundation (PBIS)? for PBIS. Motivating What are the Operations, basic principles s, (building s, blocks) of and behavior? Consequences are the building blocks of behavior. How Prioritize do we socially select, valid define, behaviors, and measure operationally behavior define to monitor them, desired and invest implementation in sound measures and outcomes to support (success)? decision-making. How do we (re)design environments to promote success? 0

11 Why do we assess or measure? How do we assess or measure? Screening Inform intervention Monitor intervention Follow-up Key Steps in Measuring. Select target behavior(s). Define target behavior(s). Identify relevant dimension(s) of behavior(s) Interviews Checklists Indirect Methods Ecological Assessment Tests Direct Methods Direct Observation (Cooper, H eron, & H ew ard, 007, pp ) 4. Determine best procedure(s) for measuring behavior(s) given definition, dimensions, and context. (Cooper, H eron, & H ew ard, 007, CH -) Parts of a Line Graph: Questions? Units of Vertical Axis (Y) Talk Outs per Minute Baseline Continuity Break Rate of Talking Out Phase Line Observations Intervention (CHH, pp. 9-0) Condition Labels Data Points & Path Horizontal Axis (X) Figure Caption Units of Time Figure. Rate of talking out across baseline and intervention conditions. What al is the theory, science applied of behavior behavioral that underlies analysis, positive and positive behavioral support interventions provide and the supports foundation (PBIS)? for PBIS. Motivating What are the Operations, basic principles s, (building s, blocks) of and behavior? Consequences are the building blocks of behavior. How Prioritize do we socially select, valid define, behaviors, and measure operationally behavior define to monitor them, desired and invest implementation in sound measures and outcomes to support (success)? decision-making. How do we (re)design environments to promote success? Strategies Strategies to Address to Address s Building or Motivating Blocks s of Operations Minimize the Likelihood Neutralize Withhold SD Add Prompts SR for Desired (H orner, Vaughn, D ay, & Ard, ) Consequence SDs for desired bx Prompts for desired bx SD- for desired bx S Ds & prom pts fo r u n d e sire d B x. Consider SD- for undesired bx and Answers What al is the theory, science applied of behavior behavioral that underlies analysis, positive and positive behavioral support interventions provide and the supports foundation (PBIS)? for PBIS. Motivating What are the Operations, basic principles s, (building s, blocks) of and behavior? Consequences are the building blocks of behavior. How Prioritize do we socially select, valid define, behaviors, and measure operationally behavior define to monitor them, desired and invest implementation in sound measures and outcomes to support (success)? decision-making. Invest How do in we antecedent (re)design strategies environments to prompt to promote and occasion Day success? desired behaviors. How do we teach skills to increase fluency and promote generalization to expand success? How do we emphasize self-management to promote independence? 4 How do we respond to behavior to strengthen desired behavior and weaken undesired behavior?