Behavior Management Section I: Basic Behavior Components

1. Behavior Management Section I: Basic Behavior Components

2. Personnel DeAnn Lechtenberger — Principle Investigator Nora Griffin-Shirley — Project Coordinator Doug Hamman — Project Evaluator Tonya Hettler—Grant Manager Project IDEALis funded through a grant from the Texas Council for Developmental Disabilities ($599,247) with match from Texas Tech University for ($218,725) The views contained herein do not necessarily reflect the position or policy of the funding agency[s]. No official endorsement should be inferred.

3. Module Objectives The learner will: • learn the basic components of behavior • be introduced to principles of Applied Behavior Analysis (ABA) • explore how to use ABA principles in the classroom

4. What is behavior? • All behavior is learned. • Behavior is an action that is observable and measurable. • Behavior is not what a student is feeling, but how the student expresses that feeling. • Behavior serves two purposes: • To get something • To avoid something

5. The ABCs of Behavior • Behavior is a chain reaction. Consequence Behavior Antecedent What sets off the behavior The behavior itself Reaction to the behavior

6. Behavior Consequences • Consequences for behavior can be pleasant or unpleasant from the student’s point of view. • Consequences that increase future behavior are called reinforcement. • Consequences that decrease future behavior are called punishment.

7. Behavior Consequences

8. Reinforcement • Reinforcement is a consequence that increasesfuture occurrences of the behavior. • The student is likely to perform the behavior in the future because he likes and wants the reinforcer. REINFORCEMENT = Increase in future rate of behavior

9. Punishment • Punishment is a consequence that decreasesfuture occurrences of the behavior. • The student will not perform the behavior in the future because he dislikes and wants to avoid the punisher. PUNISHMENT = A consequence followed by behavior that decreases the future occurrence of behavior.

10. Applied Behavior Analysis (ABA) • ABA is a universal set of behavior principles that explains behavior and how it can be changed. • Strategies from ABA apply to individuals of all ages and abilities. • Teachers can use ABA methods to teach their students to use appropriate behaviors or decrease inappropriate behaviors in the classroom.

11. Five principles of ABA • Behavior reflects underlying needs and has a purpose. • Behavior will be repeated when it is reinforced. • Behavior will be decreased when it is not reinforced or when it is punished. • Behavior is learned. • Behavior can change.

12. Principle 1 • All behavior reflects underlying needs and has a purpose.

13. Principle 2 • Behavior will be repeated when it is reinforced.

14. Principle 3 • Behavior will be decreased when it is not reinforced or when it is punished.

15. Principle 4 • Behavior is learned.

16. Principle 5 • Behavior can change.

17. ABA in the classroom • Reinforce the behavior you want to see. • Some students require more frequent reinforcement. • Explicit expectations yield specific behaviors. • Teach a variety of behaviors in different contexts.

18. ABA in the classroom • Reinforce the behavior you want to see.

19. ABA in the classroom • Some students require more frequent reinforcement.

20. ABA in the classroom • Explicit expectations yield specific behaviors.

21. ABA in the classroom • Teach a variety of behaviors in different contexts.

22. ABA in the classroom • Whether a behavior is appropriate or inappropriate depends on the context in which it occurs.

23. Contact Information DeAnn Lechtenberger, Ph.D. Principle Investigator deann.lechtenberger@ttu.edu Tonya Hettler, Grant Manager tonya.hettler@ttu.edu Webpage: www.projectidealonline.org Phone: (806) 742-1997, ext. 302 The views contained herein do not necessarily reflect the position or policy of the funding agency[s]. No official endorsement should be inferred.