Behaviour Management Techniques

Jamie Kennedy

TODAY’S GOALS

Define ABA

Review important principles

Highlight the use of ABA

Outline

Myths and misconceptions about ABAWhat is ABA?What does ABA investigate?ALL BEHAVIOUR IS FUNCTIONALHow do we find the functionManaging ConsequencesReinforcement (V.E.R.M.I.)PunishmentSummary

Some ABA myths and misconceptionsABA only uses punishment techniques and

aversive controls.ABA is only for animal trainers. Its like

training a dogABA is only token reinforcementABA is just giving sweets to childrenABA is when you ignore a child’s

misbehaviour and reward good behaviour.ABA is like bribery

What is ABA?ABA is both a philosophy and a science.

Behaviourism = The philosophy of the science of behaviour in other words what people do can be understood.

ABA= Is the technology(science) used to change behaviour.

IN OTHER WORDS

ABA IS A BLEND OF PHILOSOPHY AND SCIENCE THAT BELIEVES IN

SUPPORTING PEOPLE;IMPROVING LIVES IN WAYS THAT THE

INDIVIDUAL FINDS MEANINGFUL.

What does ABA investigate?Antecedent (or environment) - internal or external facts that may cause or

influence behaviour.Behaviour -What someone says or doesConsequence -What happens after the behaviour -Planned and unplanned consequences

How does ABA investigate?

Determine a functional relationship between

antecedent-behaviour-consequence

This information is used to arrange/re-arrange parts of the environment to strengthen or weaken behavioural repertoires.

All behaviour is functional Behaviours are ‘tools’ people use to get

their needs met.

Repeated actions satisfy a need-from the person’s point of view

Behaviours often have more than one function and the function sometimes changes over time

Two main functions of behaviour

To gainAttention (people or

specific interactions)

Things activities or Places

Input from sensory experiences

To escape (avoid)Attention (People or specific

interactions) that are unpleasant

Things, Activities or Places (that are unpleasant)

Input from (unpleasant) sensory experiences

ExampleMia is a new student to primary 5 and her second language is English. When another student approaches her and says something to her in English, Mia turns away. The other student walks away. This happens several times during the day.

Setting Event

New student

Antecedent

Student approaches and speaks in English

Behaviour

Mia turns away

Consequence

Other student walks away

Function

Escapes peer attention

ExampleDuring a lesson at school John starts to refuse to take part in some of the activities.

Setting Event

None

Antecedent

Teacher presents multiple step demands

Behaviour

John starts to protest verbally, stomps his foot and is non-compliant.

Consequence

Teacher represent request five times and threatens to keep John in at break time.

Function

GETS ADULT ATTENTION

ExampleWhen Mary misses her medication at lunch time and teachers present lots of task and demands after lunch, Mary makes negative statements and use inappropriate language. The teacher sends her to the office to speak to principal.

Setting Event

Misses medication

at lunch

Antecedent

Teacher makes multiple demands

Behaviour

Mary starts to make negative statements and use inappropriate language

Consequence

Teacher sends Mary to the office to speak to principal

Function

AVOID TASKS

Name and describe the target behaviour

Use a single word or phrase consistently

Describe an action(s) of the person

Prioritise multiple behaviours

First Step

Be a behavioural detective

ObserveAskRead, review, analyse

Second Step

Form a hypothesis

The likely cause of behaviourWhat the behaviour produces for the personThe motivation for a person to act in a certain wayThe reason why the person acts the way they doThe purpose of the behaviour

Third Step

Build Skills

Establishing/Strengthening Skills that the person can use to satisfy their own needs

Teach new ways to satisfy personal needs

Target DESIREABLE alternatives to undesirable behaviour

Fourth Step

Make adjustments to “set the person up” to succeed

Control the form and frequency of known “triggers”

Reduce interfering conditions

Maximise reinforcement for a desired behaviour

Managing Consequences

Two basic categories :-

Consequences that establish/strengthen behaviour

Consequences that weaken behaviour

ReinforcementReinforcers are generally things that people have

high preference for

We deliver reinforcers following student responses and this causes the response to increase.

ExamplesYou are more likely to say hello to someone if they return

your greetingYou are more likely to cook someone's favourite meal if

you see how much they like it and how excited they get

Example

http://www.youtube.com/watch?v=olNirvVzYFc&feature=player_detailpage#t=0

Reinforcement and ReinforcersIndividual – own preferences

Change - related to motivation -motivation level can change and so can the reinforcer we want.

Rules- they can be remembered through the following acronym V.E.R.M.I

VERMI

VALUE- should be high

EFFORT- the effort put forward should be equal to the reinforcement

RATE- should maintain high level of accurate responding

MAGNITUDE- ensure that it is not too big or too small

IMMEDIACY- delivery should be within half a second to ensure they know what is being reinforced.

Positive and negative reinforcement

•Positive Reinforcement- presentation of an item/activity following a behaviour that increases the likelihood of that behaviour occurring again.

•Negative Reinforcement- termination of an item/activity following a behaviour that increases the likelihood of that behaviour occurring again.

PunishmentNot a dirty word only means to weaken behaviourDoes not mean corporal punishment or retribution or

vengeanceUnderstanding the principle is keyA consequence that decreases the frequency of

behaviour occurring under similar conditions in the future

Examples - you are less likely to say hello to someone, if they do not return your greeting

You are less likely to cook a dinner if they suggest how you could have made it better

Negative reinforcement and punishmentNegative Reinforcement increases

behaviour A baby’s cry is heard... We get up..feed/change/hold the

baby...The baby stops crying (Negative Reinforcement)

Punishment decreases behaviour You are late to work...You speed... You get caught, pay a fine

(Punishment)

Summary: Guiding principlesAPPLIED- Behaviour is socially significant and will improve

ones life.

BEHAVIOURAL- targets the behaviour to be changed

ANALYTIC- demonstrate that it was the intervention that produced the change.

CONCEPTUALLY SYSTEMATIC- described in technical terms e.g. Prompt

TECHNOLOGICAL- described in enough detail so someone can replicate it

EFFECTIVE- amount of behaviour change should be effective

GENERALITY- occur across settings.

Thank You &

Questions