Self-Management and Functional Analysis Lynn Kern Koegel Idaho Webinar April, 2011 Materials for use of Idaho webinar participants only Please do not copy or distribute 1 Introduction Background and definition of self-management Self-Management as a pivotal behavior Self-Management for children with ASD - Intervention procedures Applications Problem behaviors - Social conversation - Flexibility Self-Management and PRT Motivational Procedures 1
Background: Self-Management Self-Management procedures initially used for adults without disabilities - Smoking - Weight Loss Techniques quickly applied to behaviors of typically developing children Special Education Articulation (Koegel et.al.. 1986; Koegel et.al.. 1988) Self-Management Successful intervention for children with mild to moderate disabilities - Academics - Problem behaviors Research on teaching self-management specifically to children with ASD 4 2
Definition: Self-Management Series of procedures where a child is taught to identify and discriminate target behaviors, then monitor and identify the absence or occurrence of the specific behavior, record the behavior, and deliver contingent reinforcement. Self-Management is a Positive Behavior Support (PBS) strategy Self-Management as a Pivotal Behavior Pivotal Area: An area that, when targeted, leads to widespread d generalized positive changes in other, often untargeted, behaviors Teaching a child to self-manage is a pivotal skill Self-management can be applied to an infinite number of target behaviors Across a variety of environments and individuals Empowers the child and transfers behavior control 3
Context: Who Who can learn to self-manage behavior? - Research originally with children average or above average IQ scores - More recent research suggests that children with mild, moderate, or even severe cognitive impairment can learn to self-manage - Applied to children with mild-severe ASD - Language skills facilitate self-management training Context: Where Any natural environments of the child with ASD Self-management are typically very portable systems Many are very discrete Ideal for inclusive environments Or any setting where an intervention provider is not present Home, school, recreation activities, community events, play dates, etc. 4
Self-Management Ideal for: A wide array of behaviors Examples of behavioral domains and behaviors targeted though PRT Include Communication Disruptive behaviors Repetitive behaviors and restricted interests Flexibility Self-help/daily-living living tasks Self-Management Procedures 1a. Define the target behavior 1b. Measure the target behavior 2. Set goals and identify reinforcers 3. Develop a self-management system 4. Teach the child to self-manage 5. Fade the structured system and build independence Program generalization 5
1a. Define Target Behavior Identify inappropriate and/or appropriate behaviors Decide on the specific behavior you want to decrease or increase Functional Behavior Assessment (FBA) procedures Define the behavior operationally Specific Observable Measurable Ex. paying attention=sitting in the chair, facing forward, with both feet on the floor, not talking when the teacher is talking, focusing attention on the teacher The child/adolescent with ASD needs to have a clear understanding of the behavior Make sure the specifically defined behavior is communicated clearly to all members of the child s team 1b. Measure Target Behavior Measuring occurrence or absence of a behavior? Occurrence of a desirable behavior: - Record after each discrete occurrence of the positive target behavior - Record following a specified time interval in which the behavior occurred Absence of a (problem) behavior: - Record following a pre-set time interval in which no inappropriate behavior has occurred 6
1b. Measure Target Behavior Unit of behavior/time? Number of occurrences of a behavior Increasing discrete positive target behaviors Set time interval with occurrence of a behavior Increasing continuous positive behaviors Set time interval without occurrence of a behavior Decreasing discrete or continuous problem behaviors What is the current level of the behavior? Baseline measure It is preferred if self-management is used as a PBS strategy to INCREASE an APPROPRIATE POSITIVE target behavior 2. Set Goals & Identify Reinforcers Specific goals to increase or decrease frequency or duration of a specific target behavior Long term and short term goals Co-constructed with the child Identify initial goal to receive reinforcer e.g. free time after five points Initial goal is based off of baseline measurements and should be easily attainable to ensure success Functional child chosen reward Motivating Natural rewards when possible Delivered immediately and quickly Enjoyed for a relatively short time Vary rewards to avoid satiation 7
3. Develop Self- Management System Device Event monitoring Piece of paper with check boxes Wrist counter Interval monitoring Digital watch with alarm function to signal the self- management time interval Setting Where and when will self-management take place? How long will the child self-manage the behavior? Rewards How many responses needed to obtain reward? How will rewards be delivered? 4. Teach Child to Self-Manage Teach identification of the appropriate and inappropriate behaviors Teach recording of the target behavior Teach rewarding of behavior Initially provide adult prompts to self-manage behavior 8
Teach Identification of the Target Behavior(s) Teach identification of the appropriate and inappropriate behaviors Teach operational definition Teach the goal (decrease problem behavior and/or increase positive behavior) Positive and negative modeling Adult feedback Teach Recording of the Behavior For self-management of all behaviors: 1. Show child reinforcers and let them choose a reward to earn For self-management of discrete positive target behaviors using paper w/check boxes or wrist counter: 2. Give the self-management device to the child 3. Tell the child he/she will mark a check/click the counter each time he/she performs the target behavior - Demonstrate engaging in the target behavior and immediately recording with the self-management device 9
Teach Recording of the Behavior For self-management of discrete positive target behaviors using paper w/check boxes or wrist counter cont... 4. Tell the child that when they reach the number of behavior occurrences set as the initial goal, he/she will receive the reward - E.g. When you get 5 checks, you get the chips! 5. Following each occurrence of the target behavior, prompt the child to record the behavior (if this does not occur immediately). If the child records the behavior independently (with no prompting), praise the child for accurate self- recording 6. When initial goal has been met, ask the child how many points they have and what they get. Prompt correct answers if necessary. Deliver the reinforcer and let the child enjoy the reward for a short time Teach Recording of the Behavior For self-management of all behaviors: 1. Show child reinforcers and let them choose a reward to earn For self-management of discrete or continuous problem behaviors, or continuous positive behaviors using a wristwatch with alarm: 2. Show the child a piece of paper with check boxes and tell him/her to mark a box if he/she engages (or does not engage) in the target behavior for the specified time interval - E.g. If you do not get out of your seat for one min, you can make a check in the box when the alarm goes off - Practice! 10
Teach Recording of the Behavior For self-management of behaviors using a wristwatch with alarm or discrete behaviors 3. When the alarm goes off, signal to the child that the initial interval has expired (e.g. Its time! ) and ask if he/she thinks they engaged in the target behavior within the set time interval - Prompt correct answer if necessary 4. If the child performed the target behavior, prompt him/her to make a check mark in a box on the self-recording card and praise the self-recording - If the child did not engage in target behavior, make sure that they identify this and do not mark a box. Prompted Self-Recording Prompt contingent self-recording as appropriate After initial teaching, the adult should use a least to most restrictive prompting hierarchy when delivering prompts If the child records his/her behavior without being prompted, praise the child for the act of self-recording. Fade prompting as appropriate using a prompt fading mechanism - E.g. waiting 3 seconds before delivering a prompt) p When the child becomes more independent in self-managing a target behavior, the adult should monitor the child and only deliver prompts when the child does not record the occurrence of a behavior, or makes a false identification/recording of a behavior 11
Teach Rewarding of the Behavior Always praise prompted recording and independent self- recording continually through the teaching process Teach rewarding of behavior Prompt the child to give him/her self the chosen reward after a successful period of self-management Slowly fade the prompting p Make sure that the child is contingent on delivering reinforcement as the adult fades physical presence 5. Fade Structured Program to Teach Independence Increase amount of time the child self-manages behavior Fade child s reliance on adult prompts Increase number of responses needed for reward Fade presence of adult altogether Fade structured self-management age e device Child should be successful at one step before progressing to the next 12
Benefits of a Self- Management System Flexible procedures Easily adapted to individual children, target behaviors, and settings Transfer of behavior control from the parent/clinician/teacher to the child with ASD Programs typically result in rapid and substantial behavior change Relatively easy to implement and use Examples of Self-Management Programs Stereotypic Behaviors (Koegel & Koegel, 1990) Pragmatic Behavior and Disruptive Behavior (Koegel, Koegel, Hurley & Frea, 1992) Improving On-Task Behavior in Inclusive Classrooms (Koegel,Koegel, & Harrower, 1999) 26 13
Self-Management and Self- Help/Daily Living Skills Self-Management and Rigidity 28 14
Problem Behavior Problem Behaviors Problem behaviors are communicative Problem behaviors are NOT unique to autism Problems behaviors occur because they are efficient and effective Problem behaviors continue to occur because they are inadvertently reinforced Positive Behavior Support (PBS) has advanced scientifically based practices for dealing with problem behaviors Necessary to identify functions of and teach new behaviors 15
General Motivating Factors for Problem Behaviors Attention/Positive Consequence Escape/Avoidance EFFECTIVE& EFFICIENT FBA FBA: Functional Behavior Assessment Avoids error-filled speculation Identifies the FUNCTION of the behavior and WHY the behavior is occurring Develops efficient and effective behavior plans Focus on teaching new behaviors 16
Conducting the FBA Observable & measurable Poor Example: off-task Defining the Target Behavior Good Example: out of seat, playing with desk objects, talking out of turn 17
Collecting the Data Direct behavioral observations in the natural environment, across settings/situationssituations Compare/contrast to typical peers Record behavior (e.g., frequency/rate, duration) Establish a baseline Identify antecedent(s) & consequence(s) Identify possible setting events Find the pattern! Identify and Teach Replacement Behaviors Identify appropriate positive replacement behavior that serves the same function Problem behaviors on extinction - Extinction burst - Cautions of extinction burst Replacement behaviors Functionally equivalent - Just as effective and efficient - Teach the replacement behavior - Practice and Reinforce occurrence of replacement behavior 18
Identifying Replacement Behavior Age-appropriate Context-appropriate Effective & efficient Address the same function! Effective & efficient, i functionally equivalent replacement behaviors must be explicitly & systematically taught! Sample FBA Datasheet 19
Self-management and FBA 39 Procedures for Self-Management Related to Problem Behavior 20
Teach the Child to Self-Manage Positive Replacement Behavior - - - Example FA Programs Reducing Aggression toward Infant and Toddler Siblings (Koegel Koegel & Steibel, 1998) 42 21
Self-Management and Token Economies Token Economies A system of individual reinforcement of target behaviors in which tokens are administered and exchanged later for backup reinforcers Child with ASD earns tokens for targeted behaviors Once the child has collected a predetermined number of tokens he/she can trade them for a reinforcer Self-management systems typically operate around a token economy 22
Summary Background and definition of self-management Self-Management as a pivotal behavior Self-Management for children with ASD - Intervention procedures Applications Self-Help/Daily Living - Problem behaviors Social Interaction Social conversation - Flexibility Self-Management and PRT Motivational Procedures Self-Management and Token Economies Thank you! www.education.ucsb.edu Koegelprt.com 46 23