4/21/18

PBS-Nevada Presents:
!
Building Coopera4ve

Behavior

Chris4ne O’Flaherty, M.S., BCBA

Lauren Brown, M.A., BCBA

The Tools You Will Learn Today

1.  Func4ons of Behavior

2.  Choices
3.  SeGng expecta4ons
4.  Pivot
5.  Use reinforcement

WHAT IS BEHAVIOR

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Let’s play a game!

•  Smoking •  Behavior
•  AGtude •  Label
•  Naughty •  Label
•  Punching a mirror •  Behavior
•  Being helpful •  Label
•  Withdrawn •  Label
•  Screaming •  Behavior
•  Yawning •  Behavior
•  Kicking •  Behavior
•  Non Compliance •  Label

What is Behavior?

…but the most important

Everything a
thing is what happens AFTER
person does is
behavior- behavior!
It can be observed and
thoughts,
It is a result of past
measured!
feelings, and
and present
ac4ons.
experiences.

Behavior Myths and Truths

Myths Truths
S/He is just doing that: S/He is trying to:
•  to annoy me •  communicate something
•  to be naughty •  get what they want
•  to be mean
•  because of a disability S/He doesn’t know any other
way

“Kids do well if they want to” “Kids do well if they can”

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How do we Normally “Treat
Behavior?”
• 
Respond once a nega4ve behavior occurs

•  Ignore those that are doing the “right thing”

•  Develop treatments around consequences

•  A_ribute the problem behavior to the person

How are Behaviors Learned?

Antecedent Behavior Consequence

How are Behaviors Learned?

Antecedent Behavior Consequence

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How are Behaviors Learned?

Antecedent Behavior Consequence

How are Behaviors Learned?

Antecedent Behavior Consequence

Func4ons
GET

ATTENTION SENSORY STIM.

TANGIBLE
Saying “Mrs. (objects & activities) Wiggling
Smith” over Taking items in chair
and over Stand at
“blurt” desk
Escape/Avoid
ATTENTION SENSORY STIM.
TANGIBLE
Hit another (objects & activities) Hands over ears
person Throw my pencil And Sunglasses
Rip up classwork 12

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The Behavior Scale

Desired Behavior Problem Behavior

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PREVENTION STRATEGIES

Start Tipping The Scale With

Choices!

ENT
e PREV he
ore w T
The m behavior. p in
oble m w ill I
pr ales
our sc on
more right direcI
the

Choices

Desirable Behaviors Undesirable Behaviors

Offer Choices

•  We all like to have some say about what we

do and when!

•  What are some choices you made today?

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Choice Making
List all the choices you made since you woke up this
morning:
1. I pressed snooze twice
2. I made coffee
3. I picked out my oueit
4. I decided what to have for breakfast
5. I decided when to leave for work
6. I decided how fast to drive to work
And so on…

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What you want: “Do your math assignment”

What you say: “Do you want to stand or sit in your chair while your working
on the math assignment?” OR “Do you want to use the pen or pencil while
your working on the math assignment?

What you want: “line up”
What you say: “Do you want to skip or walk to the
line?”

What you want: “It’s quiet reading 4me”
What you say: “Would you like to read at the table or
your desk?”

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Choices Can…
•  Increase the likelihood of complying with
instruc4ons
•  Build self-determina4on

•  Gives the individual a sense of control over

their environment

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Why do we limit choices?

§ “Bad choices” could be harmful

§ No resources to allow for individual choices

§ Not knowing how to offer choices to individuals who

have limited language, limited understanding

§ Response 4me in making choices

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Choices should be…..

A) Choices should be acceptable

B) Choices should be as open as possible in a
situa4on

C) Choices should NOT be aversive

Keep Tipping The Scale With

Setting Expectations!

Choices
SeKng
ExpectaIon
Desirable Behaviors Undesirable Behaviors

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Setting Expectations
1.  State the expecta4on
2.  Explain the benefits
3.  State the consequences for mee4ng and not
mee4ng the expecta4on
4.  Ask the individual to restate the expecta4ons
and consequences
5.  Acknowledge and praise the restatement

Step 1: State the Expectation

Problem The ExpectaIon
1.  Not doing his school 1.  Doing my work
work 2.  Stay seated during
2.  Won’t listen while I’m instruc4on 4me
teaching 3.  Raise my hand
3.  He’s blur4ng 4.  Playing nice and
4.  Figh4ng with peers geGng along

Step 2: Explain the Benefit

The expecta4on is to Doing my classroom work

What’s the benefit of doing my school work?
1.  I can get good grades
2.  I can learn something

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Step 3: State the Consequence

•  Mee4ng the expecta4on for: Doing my work
–  I can have extra free 4me when the work is
complete
•  NOT mee4ng the expecta4on for: Doing my
work
–  I can’t have the extra 4me un4l my work is
complete
–  I may need help and I have to learn to ask
*Use empathy statements

Empathy
•  Understand and recognize the individual has a
problem.
•  Convey concern, then return to expecta4on
–  “I can tell you don’t like this assignment. That’s
pre_y normal.”(Emp.) “What do I expect you to
do right now?” (Exp.)

Step 4: Individual Restate the

Expectation and Consequence
•  Rehearse the scenario and solu4on with the
individual

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Step 5: Praise the Restate

•  Provide reinforcement for appropriately
responding to the situa4on (even if it is just
rehearsal)
–  Genuine and Specific

Setting up Classroom Expectations

Whole Group Brainstorm

Whole Group Sort

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Teacher Sort (retype)

Whole Group Discuss and Decision

Share Expectations and Post

h_p://jessicameacham.com/establishing-classroom-expecta4ons/

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Steps to Setting Expectations !

Step 1: State the expecta4on

Step 2: Explain the benefit

Step 3: State the consequence

Step 4: Individual restate expecta4on/consequence

Step 5: Praise the resta4ng the expecta4ons

Let’s Tip the Scales

with Pivot!

Undesirable Behaviors
Pivot

ExpectaIons

Choices
Desirable Behaviors

Pivot

When we withhold our attention during the

occurrence of junk by turning to someone
something else, we call this “pivoting.”

When we see junk, we turn to desirable

behavior or activities.

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Step 1: Don’t say

•  Do not say anything
about the junk
behavior!
•  Examples: Do not say
“Johnny I need you to
stop!” or “Your going
to have to sit out of
the group!”

Step 2: Don’t do
•  Do not do anything to
react to the junk
behavior
–  Examples: Rolling
your eyes, sigh, or
crossing your arms.

Step 3: Pivot

•  Actively attend to
another person, or
activity
–  Examples:
praise another
individual for
behaving
appropriately

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Step 4: Reinforce

•  Provide REINFORCEMENT for the

appropriate behavior to the individual
who displayed junk as soon as you
see appropriate behavior.
–  Examples: praise, high five, item and privilege

Pivot (video)

Remember…...
Stay Cool

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Give some examples of Junk Behavior

A) Whining

B) Eye rolling

C) Complaining

D) Not listening

Really Tip the Scales

with Reinforcement!

Use
Reinforcement Undesirable Behaviors

Pivot

ExpectaIons

Desirable Behaviors
Choices

Posi4ve Reinforcement

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What is Praise?
Praise looks like… Praise sounds like…
–  Wink •  “You are playing so well
–  Smile together!”
–  Pat on the back •  Ini4ate posi4ve interac4ons:
–  High five –  Asking if assistance is required
–  Others?? –  Asking to join in!
•  Providing posi4ve feedback
regarding appropriate
behavior
•  5:1 Ra4o of posi4ve to
nega4ve statements*

5:1 Ratio

§  Individuals should experience posi4ve interac4ons

(ra4o of 5 posi4ves for every 1 nega4ve)

§  Posi4ve Interac4ons=
§  Praise statements and Encouragement statements
§  Nega4ve Interac4ons=
§  Correc4ve statements

§  Neutral Interac4ons =
§  Instruc4onal statements

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Positive Praise 5:1 (Magic Ratio)

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SeGng up a Reward System

1.  Select the target behavior to increase
2.  Iden4fy powerful reinforcers
3.  Determine the criteria for earning the
reinforce (Reinforcer Menu)
4.  Provide 1 “token” for each occurrence or
specific intervals
5.  In a reward system, NEVER take
“tokens” away
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Step One: Target Behavior

CharacterisIc Recommended Not Recommended

•  Define in Clear, •  “Turn in homework on •  “Was good today”
Specific, and Ime”
Observable terms •  “Obeyed class rules”

•  PosiIvely stated when •  “Played well with the •  “Didn’t hit other
possible other children” children”
•  “Was prepared for •  “Wasn’t unprepared
class” for class”

•  Represent academic •  “Percentage of math •  “Stayed seated”
products rather than completed” •  “Stayed on task”
classroom behavior or •  “Percent of accuracy”
conduct

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Step Two: Reinforcers

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Reinforcer examples
•  h_p://
behaviordoctor.org

Step Three: Criteria

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Step Four: Teacher Feedback

1.  Explain the program to the students
2.  Explain how they will earn the tokens
3.  Role play can increase the likelihood that
students understand
4.  Determine when the students are able to
access the reinforcer menu (4me, day and so
on)

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Step Five: NEVER Take Away Tokens

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Positive Reinforcement is:

A) When you see the appropriate behavior increase

B) Praising the individual con4ngent on appropriate behavior

C) Can be a pat on the back, high five or reward system

D) Specific praise statements “Good Job doing your work, you
rock!”

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Let’s review….

Use
Reinforcement
Undesirable Behaviors
Pivot

ExpectaIons

Choices

Desirable Behaviors

Thank You!
We hope you enjoyed this training!
Visit our website for addi4onal resources and to
explore our topic specific courses!
www.nevadapbis.org
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