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Behavior

Behavior. Historical Mistakes In Behavior Management:. Crisis management at the risk of proactive long term treatment. Behavioral Interventions: Narrow focus, identify behavior of concern Apply consequences to reduce or eliminate behavior. Beliefs About Behavior.

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Behavior

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  1. Behavior

  2. Historical Mistakes In Behavior Management: • Crisis management at the risk of proactive long term treatment. • Behavioral Interventions: • Narrow focus, identify behavior of concern • Apply consequences to reduce or eliminate behavior

  3. Beliefs About Behavior • Behavior is related to and governed by its context. • Behavior can be interpreted as functional (often communicative), purposeful and meaningful to the individual. • Behavior is affected by internal events. • Behavior is influenced by factors outside the immediate context, including relationships, activity patterns and lifestyle issues. • Behavior changes as people mature and develop new competencies. Most behavior is learned. This is great, because we can teach new behaviors!

  4. “If a student doesn’t know how to read, we….” “If a student doesn’t know how to write a paragraph we….” • “If a student doesn’t know their math facts we….” • “If a student doesn’t know how to behave, we…..”

  5. The typical response is to punish. • If we see behavior as a deficit area we can seize the opportunity to teach.

  6. Functional Behavior Assessment • A process for identifying clear, predictive relationships between events in a person’s environment and occurrences of a target behavior that occurs frequently.

  7. FBA… • Gather information about the behavior. • Synthesize information and develop hypotheses regarding the variables that precipitate and maintain the behavior. • Establish a foundation for development and implementation of comprehensive behavior support strategies.

  8. A Functional Behavior Is NOT: • A form/ single instrument • A one time event • A record of consequences • Documentation for suspension/Expulsion • Simply to define behaviors and identify techniques for elimination.

  9. In a nutshell, FBA: • Attempts to discover the reasons (s) problem behavior occurs and keeps occurring.

  10. How Do You Identify The Target Behavior? • The description needs to include: • Frequency • Duration • Intensity • Location We need some measure of baseline. This is best determined by observations.

  11. How to describe antecedents • Antecedents are events that happen before the behavior. • There are two types of antecedents: • Slow triggers (setting events) • Fast triggers (immediate antecedents)

  12. Slow Triggers (Setting Events) • May happen in or out of the classroom. • Are conditions that increase the likelihood that behavior will occur. • Examples: • Oversleeping • No breakfast • Forgotten medication • Conflict with… • History of negative relationships • Skill deficits

  13. Antecedents (Fast Triggers) • Events that immediately precede behavior. • Activities • Places • Consider where, when, with whom behavior does not happen • Presence of particular people or combination of people

  14. Fast Triggers • Examples: • Assignment too difficult/easy • Teasing/scarism • Challenged by other • May be consistent-when anyone asks him t sit down • May be unique to one situation-when Mr. Smith asks him to sit down • Types of variables: curricular/instructional • Environmental • Social/emotional

  15. Consequence=response • Actual response that follows behavior Planned consequences (response) *Distinguish actual response from intended purpose Naturally occurring consequences (responses) *Adults, peers, tasks/activity status/ stimulation

  16. What is the Consequence of the Behavior? • What is the pay-off? • What does the student get? • What does the student avoid? • What might be the student be trying to communicate?

  17. Hypotheses Development • “When this occurs (describe context) then the student does (describe the behavior) to access or avoid (describe the function)”

  18. Linking hypothesis to Behavior Intervention Plan • Prevent problem behaviors from occurring by manipulating setting vents/antecedents. • Increase desired behaviors by teaching replacement skills which achieve the same function. • Planning our responses to problem behavior.

  19. Prevention Strategies: • Increase attention before problem behavior • Provide additional support or structure • Increase supervision • Remind and prompt specific behaviors • Remove antecedents • Provide limited choices • Etc….

  20. Replacement Skills • Teach socially acceptable alternatives that achieve the same function as the target behavior • Teach new skills that increase competence of: • Problem solving • Conflict resolution • Responding to a confrontation • Ignoring • Tolerance for delay

  21. Consequences to Reinforce Replacement or New Skills • Maximize reinforcement for alternative or new skill and all attempts at appropriate request for attention. • Use shaping strategies to reinforce successive approximations. • Ensure that the planned responses are immediate. • Decide if tangible

  22. Reduction Oriented Consequences • In non-crisis mode, prompt the student to use alternative skill. • Ignore problem behavior and redirect to task at hand. • Always respond with neutral affect • Defer to routines, schedules, prompts • Use logical consequences that are planned • Say what you mean and mean what you say

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