All You Ever Wanted to Know About Behavior Modification But Were Afraid to Ask!

Wendy Siegel, Ph.D.Wendy Siegel, Ph.D.Associate ProfessorAssociate ProfessorDepartment of Teaching and LearningDepartment of Teaching and LearningSoutheastern Louisiana UniversitySoutheastern Louisiana University

Brendan BeforeBrendan Before

OverviewOverview

IntroductionIntroduction

Functional Behavioral Assessment (FBA)Functional Behavioral Assessment (FBA)

Functional Replacement BehaviorFunctional Replacement Behavior

Behavior Intervention Plan (BIP)Behavior Intervention Plan (BIP)

Introduction

There are many ways to change behaviors. This presentation is designed to expose you to various methods. One of the most important points of the presentation is to know the function of a behavior before you create a behavior intervention plan to respond to it.

Functional Behavior Functional Behavior Assessment (FBA)Assessment (FBA)

Why use FBA?Why use FBA? Purpose - If we don’t first identify and Purpose - If we don’t first identify and

address the cause of the behavior, we waste address the cause of the behavior, we waste valuable time in trying to correct the valuable time in trying to correct the behavior through trial and error. behavior through trial and error.

Functional behavioral Functional behavioral assessment (FBA)assessment (FBA)

Functional assessmentFunctional assessment - - develop a develop a hypothesis about what purpose hypothesis about what purpose (function) a behavior serves (function) a behavior serves

Functional analysisFunctional analysis - - manipulate manipulate variables to verify hypothesisvariables to verify hypothesis

Functional behavioral Functional behavioral assessment assessment

Indirect – ask othersIndirect – ask others InterviewInterview Scales or checklistsScales or checklists

Direct – directly observe setting events, Direct – directly observe setting events, antecedents, consequencesantecedents, consequences Scatter plotsScatter plots ABC chartsABC charts

Setting event - A – B - CSetting event - A – B - C

Setting eventSetting event

A = AntecedentA = Antecedent

B = BehaviorB = Behavior

C = ConsequenceC = Consequence

Functional AssessmentFunctional Assessment

What What setting eventsetting event sets the stage for the sets the stage for the behavior?behavior?

What What antecedentantecedent triggers the behavior?triggers the behavior?

What What consequenceconsequence maintains the behavior? maintains the behavior?

What is the What is the functionfunction of the behavior? of the behavior?

Setting eventsSetting events SocialSocial

BullyingBullying

SensorySensory Room is too hotRoom is too hot Too much noise Too much noise

PhysiologicalPhysiological Lack of nutrition, sleepLack of nutrition, sleep

PsychologicalPsychological Parents divorcedParents divorced

AntecedentAntecedent

SocialSocial Friend or enemy enters the roomFriend or enemy enters the room

SensorySensory Visual Visual

See something they wantSee something they want AuditoryAuditory

Sounds in the environmentSounds in the environment Olfactory Olfactory

Scents in the airScents in the air PhysiologicalPhysiological

Full bladder Full bladder AcademicAcademic

Presentation of an assignmentPresentation of an assignment

ConsequenceConsequence

AttentionAttention

Escape/avoidanceEscape/avoidance

TangibleTangible

SensorySensory

SABC Scenario 1SABC Scenario 1

Jamal didn’t get breakfast this morning, Jamal didn’t get breakfast this morning, and during play time, he sees Sasha and during play time, he sees Sasha with a red truck and he grabs it. The with a red truck and he grabs it. The teacher reacts by fussing at him but teacher reacts by fussing at him but she gives Sasha another toy. she gives Sasha another toy.

SABC Scenario 2SABC Scenario 2

The students have been sitting still The students have been sitting still all day, and as the lecture drones on all day, and as the lecture drones on they start to throw spit wads. The they start to throw spit wads. The teacher reacts by stopping the teacher reacts by stopping the lecture to scream at them. lecture to scream at them.

SABC Scenario 3SABC Scenario 3

Trudy is an only child who is Trudy is an only child who is academically gifted, but whenever the academically gifted, but whenever the teacher requests the class to begin teacher requests the class to begin seatwork, she always whines until the seatwork, she always whines until the teacher comes to her desk to get her teacher comes to her desk to get her started. started.

FunctionFunction Attain Attain something pleasantsomething pleasant

IntangibleIntangible AttentionAttention ControlControl SensorySensory ActivityActivity

TangibleTangible ToysToys FoodFood OtherOther

Escape/avoid Escape/avoid something unpleasantsomething unpleasant IntangibleIntangible

AttentionAttention ControlControl SensorySensory ActivityActivity

TangibleTangible ToysToys FoodFood OtherOther

What is the Function of this Child’s Behavior?

https://www.youtube.com/watch?v=NM8vKTFbMZM

ProcedureProcedure

Now that we understand the terminology Now that we understand the terminology and the parts of an FBA, we will explore and the parts of an FBA, we will explore one way to do a direct FBA. one way to do a direct FBA.

First, determine the time of day that the First, determine the time of day that the behavior is most likely to occur by doing behavior is most likely to occur by doing a scatter plot. a scatter plot.

Scatter PlotScatter Plot

Procedure continuedProcedure continued

Once you have determined the time that Once you have determined the time that the behavior is most likely to occur, do an the behavior is most likely to occur, do an ABC chart, and look for patterns.ABC chart, and look for patterns.

ABC ChartABC Chart

AntecedentAntecedent BehaviorBehavior ConsequenceConsequence

Teacher directs Tasha to go to shelf and select a toy and returns to working with Susan.

Tasha walks to shelf, but rather than chose a toy off the shelf, Tasha reaches for a toy Derek is holding.

Derek pulls toy to self.

Teacher calls across the room for Tasha to choose a different toy.

Tasha screams and hits Derek.

Teacher comes over breaks up the fight and reprimands Tasha, but give her the toy.

Teacher takes Tasha to a table to play with her toy.

Tasha takes toy to table and begins to play quietly.

Teacher stays with Tasha

Teacher moves to another table.

Tasha throws her toy across the room.

Teacher returns and talks to Tasha, then applies first level punishment.

Group workGroup work

Using the following ABC chart examples, work Using the following ABC chart examples, work in groups to determine a function for the in groups to determine a function for the behavior illustrated. In each case, ask if the behavior illustrated. In each case, ask if the child is trying to get something, or get away child is trying to get something, or get away from something, then determine what it is from something, then determine what it is he/she wants to get or get away from.he/she wants to get or get away from.

Group discussionGroup discussion

ABC Chart Activity 1ABC Chart Activity 1AntecedentAntecedent BehaviorBehavior ConsequenceConsequenceTeacher asks the students to line up for lunch.

All of the students except Josh follow directions and get quietly in line. Josh remains sitting.

The teacher tells Josh to get in line.

The teacher tells Josh to get in line.

Josh refuses and calls the teacher a name.

The teacher warns Josh that if he doesn’t get in line she will call his mother.

The teacher warns Josh that if he doesn’t get in line she will call his mother.

Josh ignores the teacher. The teacher asks someone else to take the students to lunch while she talks to Josh.

The teacher tells Josh he can go to lunch when he is ready.

Josh gets up and goes to lunch.

ABC Chart Activity 2ABC Chart Activity 2

AntecedentAntecedent BehaviorBehavior ConsequenceConsequenceThe class is silently working on their assignment.

Tina begins to rock back and forth

The teacher ignores Tina

The teacher ignores Tina Tina continues to rock The teacher tells Tina to stop rocking

The teacher tells Tina to stop rocking

Tina continues to rock The teacher offers to give Tina her favorite doll to hold

The teacher offers to give Tina her favorite doll to hold

Tina continues to rock

ABC Chart Activity 3ABC Chart Activity 3

AntecedentAntecedent BehaviorBehavior ConsequenceConsequenceThe class is silently working on their assignment.

Carmen starts to cry. The teacher tries to comfort Carmen

The teacher tries to comfort Carmen

Carmen continues to cry The teacher tells Carmen to stop crying

The teacher tells Carmen to stop crying

Carmen continues to cry The teacher give Carmen her favorite doll to hold

The teacher give Carmen her favorite doll to hold

Carmen stops crying

Functional AnalysisFunctional Analysis

After the function of the behavior is After the function of the behavior is hypothesized, variables are manipulated hypothesized, variables are manipulated to try to confirm whether or not the to try to confirm whether or not the hypothesized function is really promoting hypothesized function is really promoting the behaviorthe behavior

Two ConditionsTwo Conditions

If a function has been determined by If a function has been determined by functional assessment, then there are functional assessment, then there are two conditions to be tested:two conditions to be tested:

A.A. with hypothesized variable with hypothesized variable

B.B. without hypothesized variablewithout hypothesized variable

Functional Analysis Functional Analysis Example (with Example (with hypothesis)hypothesis)

The function of Greg’s spitting behavior is The function of Greg’s spitting behavior is hypothesized to be attention.hypothesized to be attention. Condition 1: Greg will be given attention every time Condition 1: Greg will be given attention every time

he spits.he spits. Condition 2: Greg will be ignored when he spitsCondition 2: Greg will be ignored when he spits

If Greg spits more over time under Condition 1 If Greg spits more over time under Condition 1 and less over time under Condition 2, then the and less over time under Condition 2, then the function of attention is confirmed.function of attention is confirmed.

Functional Analysis Functional Analysis Example 2 (no Example 2 (no hypothesis)hypothesis)

If a function has not been determined, then test 4 conditions:If a function has not been determined, then test 4 conditions:

A.A. Attention condition - Attention condition - The student does not receive The student does not receive attention unless the target behavior is emitted. If attention is the attention unless the target behavior is emitted. If attention is the function of the behavior, the target behavior should increase.function of the behavior, the target behavior should increase.

B.B. Demand condition - Demand condition - Remove demand every time a Remove demand every time a behavior is exhibited. If the behavior increases, it is occasioned by behavior is exhibited. If the behavior increases, it is occasioned by escape.escape.

C.C. Alone condition or self stimulation - Alone condition or self stimulation - If you give the If you give the subject nothing to do, and the behavior increases, the function is subject nothing to do, and the behavior increases, the function is self stimulation.self stimulation.

D.D. Play condition - Play condition - (a (a controlcontrol condition) Put the subject in condition) Put the subject in an environment full of attention and activities. The target behavior an environment full of attention and activities. The target behavior should be minimal.should be minimal.

FBA to BIPFBA to BIP

Now that you understand how to do an Now that you understand how to do an FBA, what does that have to do with FBA, what does that have to do with developing a Behavior Intervention Plan developing a Behavior Intervention Plan (BIP)?(BIP)?

Skill vs Performance Skill vs Performance DeficitsDeficits

Performance DeficitPerformance Deficit – the individual – the individual knows how to perform a behavior, but knows how to perform a behavior, but chooses not to do sochooses not to do so BIP – focus on motivationBIP – focus on motivation

Skill deficitSkill deficit – the individual does not – the individual does not know HOW to do a behaviorknow HOW to do a behavior BIP – must include a lesson plan to teach BIP – must include a lesson plan to teach

them them

Functional Replacement Functional Replacement BehaviorBehavior

Once you have determined a function for Once you have determined a function for a behavior, you should create and teach a behavior, you should create and teach an appropriate replacement behavior an appropriate replacement behavior ((alternatealternate behavior) that will serve the behavior) that will serve the same function, but in a more acceptable same function, but in a more acceptable way. way.

Functional Replacement Functional Replacement BehaviorBehavior

Even if an intervention is effective, it Even if an intervention is effective, it may only work for a short period unless may only work for a short period unless a new behavior fulfills the same a new behavior fulfills the same purpose as the old one.purpose as the old one.

Attempts to eliminate a behavior Attempts to eliminate a behavior without replacing it with a functional without replacing it with a functional alternative behavior may be unethical if alternative behavior may be unethical if the behavior serves an important the behavior serves an important function for the student. function for the student.

Example:Example:A student who has autism is screaming. The teacher punishes her A student who has autism is screaming. The teacher punishes her each time she screams. The student stops screaming, but starts each time she screams. The student stops screaming, but starts hitting. The teacher punishes her each time she hits. The studenthitting. The teacher punishes her each time she hits. The studentstops hitting, but starts head banging. stops hitting, but starts head banging.

If the teacher had done a functional analysis in the beginning, she If the teacher had done a functional analysis in the beginning, she may have determined that the function of the screaming was that the may have determined that the function of the screaming was that the student needed to go to the bathroom, and was screaming student needed to go to the bathroom, and was screaming because she could not verbalize that need. If the teacher had known because she could not verbalize that need. If the teacher had known the function of the behavior at the beginning, she could simply have the function of the behavior at the beginning, she could simply have taught the student an alternative method to communicate that she taught the student an alternative method to communicate that she needed to go to the bathroom. Doing so would have avoided all of the needed to go to the bathroom. Doing so would have avoided all of the other problems behaviors that the student developed as she other problems behaviors that the student developed as she attempted to reach her goal of getting to the bathroom. In a case like attempted to reach her goal of getting to the bathroom. In a case like this, stopping the behavior without replacing it with a behavior that this, stopping the behavior without replacing it with a behavior that would accomplish the same goal for the student would be unethical.would accomplish the same goal for the student would be unethical.

Functional Replacement Functional Replacement Behavior (FRB)Behavior (FRB)

Three variables effect the efficiency of Three variables effect the efficiency of the replacement behavior:the replacement behavior: Physical effort requiredPhysical effort required Amount of reinforcementAmount of reinforcement Schedule of ReinforcementSchedule of Reinforcement

TashaTasha

Using the hypothesized function for Using the hypothesized function for Tasha’s behavior, what would be a good Tasha’s behavior, what would be a good functional replacement behavior for her functional replacement behavior for her toy grabbing, screaming and fighting toy grabbing, screaming and fighting behavior?behavior?

From FRB to BIPFrom FRB to BIP

Now that we understand how to choose a Now that we understand how to choose a functional replacement behavior, how do functional replacement behavior, how do we incorporate that into the BIP?we incorporate that into the BIP?

Considerations for BIPConsiderations for BIP

Your BIP may involve changes to the Your BIP may involve changes to the environment (ex: seating), teaching methods environment (ex: seating), teaching methods (ex: hands-on vs lecture), a token (ex: hands-on vs lecture), a token reinforcement system, or any other number of reinforcement system, or any other number of strategies for changing the behavior, strategies for changing the behavior, but the but the strategies should address the hypothesized strategies should address the hypothesized function of the behaviorfunction of the behavior. In other words, they . In other words, they must have a way to get what they want in an must have a way to get what they want in an acceptable way. The following slides contain acceptable way. The following slides contain suggestions for methods you can use to create suggestions for methods you can use to create an efficient BIP.an efficient BIP.

Positive and Negative Positive and Negative ConsequencesConsequences

1a) Positive 1a) Positive ReinforcementReinforcement - GIVE something the - GIVE something the student WANTSstudent WANTS

1b) Negative 1b) Negative ReinforcementReinforcement - TAKE AWAY something - TAKE AWAY something the student DOESN'T wantthe student DOESN'T want

2a) Presentation 2a) Presentation PunishmentPunishment - GIVE something the - GIVE something the student DOESN'T WANTstudent DOESN'T WANT

2b) Removal 2b) Removal PunishmentPunishment - TAKE AWAY something the - TAKE AWAY something the student WANTSstudent WANTS

3) Extinction - IGNORE the behavior3) Extinction - IGNORE the behavior

Which Consequence is illustrated here?

IndividualizationIndividualization

Don’t assume that what is a Don’t assume that what is a reinforcement for you will also be a reinforcement for you will also be a reinforcement for the studentreinforcement for the student AgeAge PreferencesPreferences

Token Economy Systems

Token economy systems use some token as a form of payment for good behavior. These tokens are turned in at some future specified time for specified reinforcers.

Checkbook management system

Considerations for Token Economy Systems

Preparation What will be used as a token?

Resistant to forgery Theft Loss Durable Interesting to child

Procedures

When to give tokens When to turn in tokens for reward What to purchase Hierarchy of value Where to store Who is responsible What if they get satiated

Checkbook Management System

Preparation Get checkbooks

Procedures Tell the students this is the game of life Establish the procedures described earlier

Plan to address satiation

Lessons learned?

Life skills checkbook keeping

Academics Addition Subtraction Percentages

Saving Value of money Self control

TimingTimingof Reinforcementof Reinforcement

When you are teaching a new behavior, or When you are teaching a new behavior, or when you are teaching a young student or one when you are teaching a young student or one who is developmentally delayed, you should who is developmentally delayed, you should reinforce every timereinforce every time

As the behavior becomes established, or as As the behavior becomes established, or as the student is older, gradually delay and/or thin the student is older, gradually delay and/or thin the reinforcement to reduce dependencethe reinforcement to reduce dependence

ConsistencyConsistency

One of the most important things to One of the most important things to remember when using consequences is remember when using consequences is to be as consistent as possibleto be as consistent as possible

Across individualsAcross individuals With each individual With each individual

Personal considerations

Control and Respect Facial Affect Body Language

Emphasize the positive! You are the model

Control and Respect

Remain in control – you lead their behaviors - don’t escalate their behavior though yours, and don’t let their behaviors lead yours

If you do lose control, model apology behavior

You must give respect to get it Breathe

Awareness

Awareness training Hearing Vision

Facial AffectFacial Affectand Vocal Toneand Vocal Tone

Their faces and vocal tonesTheir faces and vocal tones Be aware of their expressions and voice - Be aware of their expressions and voice -

don’t let theirs prompt yours don’t let theirs prompt yours

Your faceYour face Reinforcement – use a happy face and tone Reinforcement – use a happy face and tone

of voice when you rewardof voice when you reward Punishment – use a neutral face and tone of Punishment – use a neutral face and tone of

voice when you punishvoice when you punish

Body Language

Theirs – be aware of their body language – don’t let theirs lead yours

Yours Keep your body language authoritative Don’t show fear or uncertainty

Arguing

Don’t engage in Debates (power struggles)

Emphasize the positive!Emphasize the positive!

Be sure to start by using reinforcement Be sure to start by using reinforcement before moving to punishmentbefore moving to punishment

Put more emphasis on reinforcementPut more emphasis on reinforcement Whenever you punish, reward at the first Whenever you punish, reward at the first

good opportunitygood opportunity

Establish Boundries

Make rules and consequences with the children, then hold the children to those rules and consequences

Provide visuals

Charts that children can see are very helpful in getting them to be more self aware of their behaviors.

Make it a game - include their interests

Develop Relationships

Develop a positive association though pairing Do fun activities together Make sure to praise more than correct if

possible Have FUN together!

Super Nanny (Cooke Family)

Take notes: http://www.youtube.com/watch?v=uMSW2Rgd

Dks What does the mom do that is good? What

does she do that is not so good? 1:00- 4:17 Present a united front: 5:11-6:25, 8:05-8:55 Getting the verdict: 9:34 – 11:45

Super Nanny (part 2)

Rules 12:53-20:25 What type of consequence is the

reflection room? How does Jo react to being attacked? establish communications and positive

associations – 24:00- 27:33

Super Nanny (part 3)

Follow up 37:34 – 39:00; 40:50-42:04

Two MAJOR points to rememeber

Remember, you are the model for your children’s behavior

Base your behavior intervention on the function of your children’s behavior

Remember Brendan? Remember Brendan? Apply Apply what you have learned – develop an what you have learned – develop an intervention for Brendanintervention for Brendan

Brendon afterBrendon after

Group workGroup work

In your groups, use your ABC activity and In your groups, use your ABC activity and hypothesized function to:hypothesized function to:

1) create a functional replacement behavior and 1) create a functional replacement behavior and then then

2) create a behavior intervention plan to teach your 2) create a behavior intervention plan to teach your replacement behavior using what you have learned replacement behavior using what you have learned (HINT: REMEMBER TO ADDRESS THE (HINT: REMEMBER TO ADDRESS THE HYPOTHESIZED FUNCTION!)HYPOTHESIZED FUNCTION!)

Closure and ReviewClosure and Review

Functional behavioral assessment (FBA)Functional behavioral assessment (FBA) Functional replacement behaviorFunctional replacement behavior Behavior Intervention PlanBehavior Intervention Plan

Contact informationContact information

Wendy Siegel, Ph.D.Wendy Siegel, Ph.D. Southeastern Louisiana UniversitySoutheastern Louisiana University (985)549-3421(985)549-3421 wsiegel@selu.eduwsiegel@selu.edu