Applied Behavior Analysis for Teachers

CHAPTER 1: ROOTS OF APPLIED BEHAVIOR ANALYSIS

Todays Agenda
Introductions Syllabus Review Presentation and Portfolio Review

Intro to ABA
Jigsaw Articles Introduction to Robbie as case study Case study assignments

Introductions
Please complete the intro sheet Who are we? Where do we come from?

Where are we going?

Experience with behavior?

TRUE OR FALSE
Example of negative reinforcement is spanking. All behavior is modelled. Behavior is predictable. Behavior is measureable. The best predictor of future behavior is past

behavior. All behavior problems are due to a psychological condition. An adults behavior can change the behavior of the child You can measure behavior

Current State of Affairs

Delawares pre-K expulsion rate is 8.9 times

that for K-12 students and much higher than the national rate of 3.2 (Gilliam, 2005)

Of the young children who show early signs of challenging behavior, it has been estimated that fewer than 10% receive services for these difficulties.
(Kazdin & Kendall, 1998)

It begins early
Between 10-30% of preschool students are not

behaviorally and emotionally ready to succeed in school challenges

Early problem behavior is predictive of future

Best predictor of delinquency in adolescence, gang membership, incarceration

Preschool teachers report that childrens

disruptive behavior is the single greatest challenge they face

Adapted from Technical Assistance Center on Social Emotional Intervention

SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT

~5 % ~15 %

Primary Prevention: School-/ClassroomWide Systems for All Students, Staff, & Settings

Tertiary Prevention: Specialized Individualized Systems for Students with HighRisk Behavior Secondary Prevention: Specialized Group Systems for Students with AtRisk Behavior

~80% of Students

Delaware School-wide PBS Schools

61% 58% 51% 62% 64% 64%

Number of Schools

37%

26%

7% 1%

School Years Total Number of Schools in Delaware: 220

Delaware PBS Project, 5/2012

Average Referral Rate per Month

Harlan Elementary School Behavior Referrals/Day/Month
Behavior Referrals/Day/Month
9 8 7 6 5 4 3 2 1 0

Organize

2000-2001 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006

ja n fe b m ar ch ap ril m ay
Months

se pt

ju ne

no v

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Expectation Example
KOALATY KIDS:
Show Respect
Act Responsibly Follow Directions Always do your personal
*SHOW RESPECT *FOLLOW DIRECTIONS *ACT RESPONSIBLY *DO THEIR PERSONAL KOALATY BEST

Koalaty best

PBS Behavior Matrix

Be Safe Be Respectful

Hallway

Bathroom

Classroom

Be Ready

Cool Tool Template

Purpose of the Lesson / Why its important: 1. 2. Teaching examples: 1. 2. 3. Kid Activities / Role Plays: 1. 2. 3. Follow-up / acknowledgement activities: 1. 2. 3.

Purpose of Reinforcers/Acknowledgements
Teach new behavior
Encourage/establish infrequent and non-fluent

behavior Strengthen replacement behaviors that compete with habitual undesirable behavior Create frequent positive interactions between staff and students

PBS School-Wide Acknowledgement Matrix

TYPE WHAT WHEN WHERE WHO

PAWS
High Frequency GOTCHAS

Postcards

Compliments/ Acknowledgement
Staff and Student teams Competitions

Given when expectations are met; daily

All building locations and bus Pep Rally

All staff; including bus drivers, custodial staff, etc. Grade level team wins award Staff team wins points

Activities for Student and Staff Relationship Building

Each Marking Period

Promoting Positive Contacts Home

Positive Behavior Referrals

Each child receives at least one per school year

All settings

Administration processes referral, a copy for home keep track of total # with a visual in the cafeteria

PBS School-Wide Acknowledgement Matrix

TYPE WHAT WHEN WHERE WHO

Unpredictable/ Intermittent BOOSTERS

Drawings by grade level Classroom Compliments Marking Period Social/ Assemblies

Weekly

Monthly

Collect in Main Office Collect in Guidance Office Depends on Event

Assistant Admin announce Given by all, but not to own class

Celebrations

End of each MP

Students w/ 2 or fewer referrals & 100 bucks Others attend booster

Staff Acknowledgeme nts

Caught you Red Handed

Each staff meeting

Box in Main Office

Administra tion gives you a sub and a sub

Positive Behavior Supports

Application and extension of basic elements of applied

behavior analysis Three-Tiered Prevention Model:

Universal (all students in the environment)

3-5 positively stated rules that are actively taught applies to all students in non-classroom areas Group based supports, e.g., social skills instruction, check-in/checkout Goal to prevent students behavior from becoming disruptive to the learning environment Functional behavior assessment maybe conducted Implement a function-based intervention May provide wrap around services

Targeted (for students for which tier one was not adequate to address their behavior needs)

Intensive (students whose behavior is chronic)

THEORIES OF BEHAVIOR
Ecological Medical model Psychodynamic

Behavior theory Classical conditioning Respondent

Operant conditioning Social/model learning

Behavioral Rule Reminders

Behavior is related to the context within which it

occurs (Bambara & Knoster)

Behavior is learned and serves a specific purpose

(Bandura)
All behavior has function and falls into two

categories: To gain access to or to Escape from (Alberto & Troutman)

www.behaviordoctor.org

Traditional Discipline Strategies

Focus on eliminating/decreasing problem behavior Reactive in nature (occurs after the problem behavior) Focus on topography or form of behavior (rather than

why the behavior occurred) Separation between instruction and behavioral issues No attention or support to the development of appropriate behaviors Oriented toward short-term changes (fix the immediate problem only)

Limitations of Punitive Strategies

They do not teach replacement behaviors such as prosocial

alternatives Their effects are short-term Inappropriate behavior is often unintentionally reinforced They do little to change the cognitions or feelings that underlie the students misbehavior They often harm the student-teacher relationship

How Do Behavioral Referrals, OSS, ISS Teach New Behaviors?

You will need to teach replacement behaviors:

This child has learned that certain behaviors have a pay off The child will have to be taught ways to release anger and frustration in socially appropriate ways. We cannot just tell them to be good. We have to actually give them techniques that will help them do something different. We need to make the replacement behavior have the same function as the problem behavior! (EASY, RIGHT?)

Riffel, L.A. (2009) - Permission to copy with no changes

If a child doesnt know how to read, we teach. If a child doesnt know how to swim, we teach. If a child doesnt know how to multiply, we teach. If a child doesnt know how to drive, we teach. If a child doesnt know how to behave, we teach? ... punish? Why cant we finish the last sentence as automatically as we do the others?
Tom Herner (NASDE President ) Counterpoint 1998, p.2

Behavioral Rule Reminders

For every year a behavior has been in place, we

need to expect one month of consistent and appropriate intervention to see a change (Atchison)
We can improve behavior by 80% just by pointing

out what one person is doing correctly (Shores, Gunter, Jack)

www.behaviordoctor.org

Typical Classroom Make-up

You do know what you will get in your classroom, unlike

Forrest Gumps Box of chocolates: Sensory Integration 16% ADHD 10% Other Health Impaired 2.2% Speech and Language Impaired 20.5% Specific Learning Disabilities 20% Hard of Hearing 1.3% Intellectual Disabilities 11.6% Emotional Behavior Disorders 8.6% 90.2% of your classroom This is based on a classroom of 25 students and data from the most current sources: Center for Disease Control, LD online etc.
www.behaviordoctor.org

Behavioral Rule Reminders

We use positive behavior specific praise about

6.25% of the time (Haydon, et al.)

Your reaction determines whether a behavior will

occur again. We have to change our behavior (Alberto & Troutman).

www.behaviordoctor.org

(Do we need this slide?) Applied Behavior Analysis 101:

Positive Reinforcement Negative Reinforcement Punishment

Extinction
Antecedent Control Stimulus Control Setting Events

Modeling and Shaping

Behavioral Explanation of Human Behavior

All behavior is learned Must be measurable and observable Behaviorist focus is on the present environmental

conditions maintaining behavior and on establishing and verifying functional relations between such conditions and behaviors (p.16)

Important Concepts of Behavioral Explanation

Positive Reinforcement Negative Reinforcement Punishment

Extinction
Antecedent Control Stimulus Control Setting Events

Modeling and Shaping

Functions in Behavior

To get: Attention
Adults Peers

Access to:
Materials Sensory

To escape: Work Adults Peers Sensory Overload Pain

Emotional Physical

Positive Reinforcement
Riffel, L.A. (2009) - permission to copy with no changes

Negative Reinforcement

CLASSICAL CONDITIONING
Pavlov discovered or at least documented classical

conditioning UCS (food in mouth) produces UCR (salivation) Bell(NS) + food(UCS) occur within short latency Overtime bell(NS) takes on the response generating effect of food(UCS) THUS bell becomes conditioned Stimulus (CS) and salivation becomes conditioned response (CR) Reflex /automatic response that transfers from one stimuli to another Stimulus(anything perceptible to the senses)

OPERANT CONDITIONG
Behavior is a function of its consequence
B.F. Skinner Called operant because learner must operate or

perform a behavior to receive reward/punishment

PRINCIPLES OF OPERANT CONDITIONING

Reinforcement-any process that strengthens a

particular behavior Positive reinforcement-presents something pleasant and thus increases behavior

PRINCIPLES OF OPERANT CONDITIONING

Punishment-weakens or reduces a behavior by

presenting an aversive *positive punishment-present aversive *negative punishment-remove a negative Shaping-reinforce successive approximations of target behavior Extinction-elimination of behavior by removing/discontinuing reinforcers

Positive Reinforcement
Positive reinforcer : Increases or maintains the future rate or probability of the occurrence of a behavior Is administered contingent upon the production of a desired or requested behavior Is administered immediately following the production of the desired or requested behavior

POSITIVE REINFORCEMENT
Positive reinforcement-presents something

pleasant and thus increases behavior Example: token economy student gets a tangible reward and praise after sitting in their seat

NEGATIVE REINFORCEMENT
Negative reinforcement removing an aversive or

unpleasant to increase behavior *avoidance *escape Example: opening a window if there is an unpleasant odor in the classroom

PUNISHMENT
Immediately follows a response, which decreases the

future rate or probability of the response Example: Providing a verbal threat.

EXTINCTION
Withholding reinforcement for a previously

reinforced behavior to reduce the occurrence of the behavior Example: No longer reacting to a childs whining.

ANTECEDENT CONTROL
Looking at what settings are occurring before the

behavior Examples: warm classroom (environmental), presence of a disliked peer (social), or a headache (physiological)

MODELLING
The demonstration of behavior Example: a professor comes to class late, so the class

learns it is OK to come in late (imitates the behavior)