ATTENTION PROGRAM

Objective: To eliminate problem behaviors attached to obtaining attention (remove problem behavior attached to the mand) Candidates for this program: Following a functional assessment, students whose problem behavior has been determined to function as a history of socially mediated positive reinforcement. The problem behaviors have been learned and maintained because in the past the problem behaviors allowed the student to gain access to adult and/or peer attention, even in the form of attention through a reprimand (functioned as a mand). Behavior Reduction Protocol: Count and Mand Program; problem behavior is no longer reinforced (put on extinction) and the student is taught to mand (request) appropriately. Considerations: How dangerous are the behaviors? How frequently does the behavior occur? Is there one particular persons attention that the student desires? Is there enough non-contingent reinforcement (attention) given to the student? Is contingent reinforcement always given for appropriate behavior? Are there enough staff and/or time to carry out the extinction procedure?

PROCEDURE: # 1 Count and Mand (Use when problem behavior has already occurred) 1. Address the problem behavior by telling the student, Quiet. and begin counting aloud while showing the passage of time (count will be predetermined based on the student). Ex. Quiet one, two, three 2. If the student does not engage in problem behavior for the entire counting interval, prompt the correct mand (ex. _____ (name)). Reinforce the students appropriate mand for attention. 3. However, if at any point during the counting interval the student engages in problem behavior re-start the count. Ex. Quiet one, two Quiet one, two Quiet one, two 4. Continue this process until you are able to reach the pre-determined counting interval without the student engaging in problem behavior. Prompt the correct mand and reinforce (ex. _______ (staffs name), tap on shoulder, etc.).
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5. If you repeat the count for many trials and the student is still engaging in problem behavior, you may simply walk away and the student will lose the opportunity to Count and Mand. If the student moves away from you, ensure a safe environment, but do not follow. Simply end your count and if at any point the student re-approaches you, start the procedure over again. If time dictates you must move to another activity, do so, and the opportunity to access attention has been lost. # 2 How to Teach Manding for Attention (Use when no problem behavior has occurred; teaching a new skill, requires 2 adults) 1. Two staff are required. Staff 1= Prompter. Staff 2 = Attention Giver/Reinforcer. 2. Prepare reinforcement (typically edible as they are delivered immediately and are quickly consumed). 3. Contrive an MO for attention. Ex. Student completed an art project to show to another staff member. Student has a cool toy to share with a staff member. 4. Staff 2 hides reinforcement in his/her hand and does not deliver any attention to the student. 5. Staff 1 prompts student to mand for attention from Staff 2. Mands can be vocal (i.e. Look what I made! Look what I have!, gestural (tap on the shoulder), or signed manding. 6. As soon as the student mands for attention, Staff 2 immediately delivers attention concurrently with reinforcement. (e.g. Wow, thats beautiful!). 7. Staff 1 gradually fades out prompting and physical presence. 8. Staff 2 gradually thins primary (food) reinforcement (offers reinforcement intermittently and then not at all). 9. Provide an adequate number of attention teaching trials per day. 10. Record trial by trial data and graph daily.

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# 3 Shaping On-Task Independent Skills with Older or Intermediate/ Advanced Students 1. Deliver non-contingent attention (free attention) to the student. 2. Deliver dense (frequent) reinforcement for on-task, appropriate behaviors (contingent attention). 3. If the behavior is not dangerous and is minimally intrusive to the classroom (e.g. calling out, out of seat), ignore the behavior (extinction) while verbally and socially reinforcing other students for their appropriate behavior. Ex: I like how _____ is sitting nicely. 4. It may be necessary to physically block the student (ex. out of seat) and guide them into or near their seat without directly addressing the behavior or the student (minimize physical touching and eye contact); extinction. 5. Prompt the student as necessary (least to most intrusive) to engage in the appropriate behavior; teach replacement behavior (ex. raising hand to get attention, tapping staff on the shoulder, asking to get out of seat). 6. Shape appropriate behavior using differential reinforcement.

References Carr, E. G., & Durand, V. M. (1985). Reducing behavior problems through functional communication training. Journal of Applied Behavior Analysis, 18, 111-126. Mace, F. C., Webb, M. E., Sharkey, R. W., Mattson, D. M., & Rosen, H. S. (1988). Functional analysis and treatment of bizarre speech. Journal of Behavior Therapy & Experimental Psychiatry, 19, 289-296. O'Reilly, M. F. (1999). Effects of presession attention on the frequency of attentionmaintained behavior. Journal of Applied Behavior Analysis, 32, 371-374. Vollmer, T.R., lwata, B.A., Zarcone, J.R., Smith, R.G., & Mazaleski, J.L. (1993). The role of attention in the treatment of attention-maintained self-injurious behavior: Noncontingent reinforcement and differential reinforcement of other behavior. Journal of Applied Behavior Analysis, 26, 9-21.

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