Donelle Clements -Psychologist

Maggie Rafferty Teacher ED

Janneke Jobsis-Brown Therapist ED
Training Overview
Introduction and Review of Behavior Management I essentials

Review of Functional Behavior Analysis

Antecedent
Behavior
Consequence

Strategies to Teaching Positive Behavior

Behavior Contracts
Creative Childcare Interventions
Shaping and Fading Behavior

Group Scenario Presentations

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Special Education Eligibility
Autism
An inability to use oral language for
appropriate communication,
a history of extreme withdrawal or
relating to people
Inappropriately and continued
impairment in social interaction from
infancy through early childhood
An obsession to maintain sameness
Extreme preoccupation with objects or
inappropriate use of objects or both
Extreme resistance to controls,
Peculiar motoric mannerisms and
motility patterns, and/or
Self-stimulating, ritualistic behavior.
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Intellectually Disabled
(Formerly Mental
Retardation)
Significantly below
average general intellectual
functioning existing
concurrently with deficits
in adaptive behavior and
manifested during the
developmental period,
which adversely affect the
students educational
performance.
Emotional Disturbance
Inability to learn which cannot be
explained by intellectual, sensory, or
health factors,
Inability to build or maintain
satisfactory interpersonal
relationships with peers and teachers
Inappropriate types of behavior or
feelings under normal circumstances
exhibited in several situations,
A general pervasive mood of
unhappiness or depression, and/or
A tendency to develop physical
symptoms or fears associated with
personal or school problems.
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Behavior
Human Behavior

Behavior is LEARNED

Behavior is a function of the environment

Therefore

New behaviors can be taught

Old behaviors can be unlearned

We change behavior by changing the ENVIRONMENT

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ABA
APPLIED
Refers to the social significance of the behavior (of immediate
importance to the individual or society)

BEHAVIOR
Behavior is in need of improvement
Behavior must be observable and measurable

ANALYSIS
Believability
Demonstrates a functional relationship between behavior and
intervention
controls the occurrence and nonoccurrence of a behavior

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 Three-term Contingency

ANTECEDENTS BEHAVIOR CONSEQUENCES

What happened immediately What happened immediately

preceding the behavior after the behavior

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ABC Data
Antecedent
Events or interactions that happen before the behavior
occurs: immediate or delayed/internal or external

Behavior
The behavior or sequence of behavior which occurred

Consequence
Events/interactions which happen after the behavior:
what one gets and what one avoids

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Functional Behavioral Assessment:
The ABCS
Antecedent Behavior Consequence
Immediate/Delayed What a person Social Attention
Medical says or does Tangible
Physiological Activity
Environmental Escape
Interactional Avoidance
Personal/Control Combinations

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Sample ABA Sheets

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Behavior Contract
The behavior contract is a simple positive-
reinforcement intervention that is widely used by
teachers to change student behavior. The behavior
contract spells out in detail the expectations of student
and teacher (and sometimes parents) in carrying out
the intervention plan, making it a useful planning
document.

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Behavior Contract (continued)
Because the student usually has input into the
conditions that are established within the contract for
earning rewards, the student is more likely to be
motivated to abide by the terms of the behavior
contract than if those terms had been imposed by
someone else

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Steps in Implementing a Behavior
Contract
Staff decides which specific behaviors to select for the
behavior contract. When possible, staff should define
behavior targets for the contract in the form of
positive, pro-academic or pro-social behaviors.

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Included in contract
a listing of student behaviors that are to be reduced or increased.
The student's behavioral goals should usually be stated in positive,
goal-oriented terms.
Also, behavioral definitions should be described in sufficient detail to
prevent disagreement about student compliance.
The teacher should also select target behaviors that are easy to observe
and verify.
For instance completion of class assignments is a behavioral goal that
can be readily evaluated. If the teacher selects the goal that a child "will
not steal pens from other students", though, this goal will be very
difficult to observe and confirm.

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Included in Contract
a statement or section that explains the minimum
conditions under which the student will earn a point,
sticker, or other token for showing appropriate
behaviors.
For example, a contract may state that "Johnny will add
a point to his Good Behavior Chart each time he
arrives at school on time and hands in his completed
homework assignment to the teacher."

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Included in contract
the conditions under which the student will be able to
redeem collected stickers, points, or other tokens to
redeem for specific rewards.
A contract may state, for instance, that "When Johnny
has earned 5 points on his Good Behavior Chart, he
may select a friend, choose a game from the play-
materials shelf, and spend 10 minutes during free time
at the end of the day playing the game."

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Included in contract
bonus and penalty clauses (optional).
Although not required, bonus and penalty clauses can
provide extra incentives for the student to follow the
contract.
A bonus clause usually offers the student some type of
additional 'pay-off' for consistently reaching
behavioral targets.
A penalty clause may prescribe a penalty for serious
problem behaviors; e.g., the student disrupts the class
or endanger the safety of self or of others.
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Included in contract
areas for signature
The behavior contract should include spaces for both
teacher and student signatures, as a sign that both
parties agree to adhere to their responsibilities in the
contract.
Additionally, the instructor may want to include
signature blocks for other staff members

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Example Contracts

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 CREATIVE CHILD CARE
INTERVENTIONS
TOOLS FOR PARENTS AND CHILD CARE STAFF
(based on STEP Systematic Training for Effective
Parenting, by Don Dinkmeyer)

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 Behavior is a students communication

Behavior communicates special education needs and

one (primarily) of the following:

I am looking for attention

I want to feel powerful
I am angry and want revenge
I feel deeply inadequate

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Possible behavior where a students needs are attention:

If misbehaving, student looks for adult reaction

(example running away)
Even with help ,and what appears to be useful help,
the mistaken behavior persists
Behavior persists even when adults deliver
consequences, lectures, express disapproval
Student may not differentiate between positive and
negative attention
Student may/may not want peer attention as well

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Possible behavior when a students need is to feel powerful:

Insist on one way in face of evidence of new learning

being desirable
Insist on one way in face of evidence that a different
behavior is desirable
Often argumentative, and not hearing/seeing adult
input
May act in ways indicating the student has a trauma
history (startles easily, needs to not be approached
from behind

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Possible behavior when student is angry and wants revenge:

(This one is the most RARE, usually when we assume this is a

students primary motivation, we are wrong. The older the
student, the more common, rare. Do not be confuses, many
students are angry, but it is not the PRIMARY motivation for
their behavior)

May violate boundaries, tries to trip others, pretend hits, snatches

items
May hold grudges
May plan opportunities for revenge o ranger outlet, will look for when
staff arent alert
Believes staff and peers are angry, when they are not
Likely to have been exposed to domestic violence

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Possible behavior for students who feel deeply inadequate:

(This one is much more COMMON than we tend to realize)

Express frustration at the beginning of a task

May prefer to NOT be noticed, not receive one on one help
May prefer to not work as part of a class group, or read aloud
Avoids new work/academics

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 Determining if child is primarily misbehaving to
communicate:
I am looking for attention
I want to feel powerful
I am angry and want revenge
I feel deeply inadequate

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 Creating Behavior Interventions and
Interactions based on this Determination

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Looking for attention tools
Planned ignoring
Positive attention for any appropriate behavior, or
absence of negative behavior
Refusing to give negative attention
Separate consequences and attention

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I want to feel powerful tools
Cueing/signaling for + behavior
Rehearsal of appropriate behavior
Taking space by child; giving space by parents or child care staff
When behavior is appropriate; give opportunity for leadership, or king
for the day
Give chores and activities to do which help the child to feel important
Be quick to respond to appropriate requests, and make a point of
responding to such requests

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I am angry and want revenge tools
Matter of fact consequences/display of calm
Remove potential victim when child begins to escalate
Emphasis on consistency and clarity of behavior which is considered
angry or vengeful
Emphasize boundary concepts
Discussions about anger and control when calm
Identifying whats in it for me aspects of dropping revenge behaviors
Consequences for negative behavior include doing something nice for
the person harmed (doing their chores, giving them a favorite item)

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I feel deeply inadequate tools
Creating incremental (one small step at a time) success experiences
Frequent practice of skills which child is successful with, this doubles
as a flooding behavior intervention for anxiety-filled experiences
Asking child to create non-verbal signals for overwhelm that are
understood by all
Identify strengths and weaknesses together, with emphasis on
strengths
Establishing goals and what is success together, keep visual display of
goals reached and things learned
Determine if child wants to usually try new feared experiences alone,
together, or different combinations

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Shaping of Problem Behavior
Shifting topographies of behavior
Accidental shaping/Accidental reinforcement
How do we do this?
Prompting
Fading
Reinforcement
Extinction

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Shaping Example
For example, John never does his math homework. You
would like to have him complete his homework on a
daily basis. You realize that if you wait for him to
complete his homework before you reinforce him in
some way, you may never (or infrequently) have the
opportunity to administer a positive consequence.

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Shaping Example
John will write his name at the top of the
worksheet.
John will complete one problem of his choice.
John will complete five problems of his choice.
John will complete either all the odd numbered
problems or all the even numbered problems.
John will complete all problems except one.
John will complete all problems.

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Prompting
Stimuli provided before or during a behavior to
facilitate the performance of the behavior to access
reinforcement

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Types of Prompting
Response Prompts
Modeling/Imitation
Verbal Prompts
Gestural Prompts
Visual Prompts
Physical Prompts
Partial
Full

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Fading
Gradual removal of prompts until the behaviors occurs
in the presence without prompts

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