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Behavior: What’s the Function?. Andrea Suk. Introduction. University of Oklahoma Studying Applied Behavior Analysis (ABA – BCBA) Certified PATH Intl. Instructor. Agenda. Self-Quiz Disclaimer What is ABA? ABC’s of Behavior Reinforcement and Punishment Function of Behavior
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Behavior: What’s the Function? Andrea Suk
Introduction • University of Oklahoma • Studying Applied Behavior Analysis (ABA – BCBA) • Certified PATH Intl. Instructor
Agenda • Self-Quiz • Disclaimer • What is ABA? • ABC’s of Behavior • Reinforcement and Punishment • Function of Behavior • Applying ABA in EAAT Environment
Self-Quiz • Is behavior linked to…… • Seatbelt dinging in car? • Yes!!! After hearing the ding, many people put on the seatbelt! • Nagging loved ones to pick up dirty clothes on floor • Yes!!! Clothes are picked up to stop the nagging! • Speed limits on highways? • Yes!!! If you don’t follow the limit, you may get a ticket! • The paycheck you receive? • Yes!!! You exchange the money for things you need! • Loudly knocking on your neighbor’s door? • Yes!!! You will stop if the neighbor doesn’t answer!
Quick Disclaimer • The Behavior Analyst Certification Board (BACB) requires future behavior analysts to uphold an ethical code. Therefore; • I can only provide specific recommendations after observations. I cannot advise on specific EAAT participant behaviors unless I see them. • Certified behavior analysts are located around the world. • https://www.bacb.com/find-a-certificant/
ABA • Companies are even hiring certified behavior analysts!!!
ABA • B.F. Skinner was the founder of the ABA field. • ABA is simply changing the environment in order to change a behavior. • Examples: • You want to eat healthier. What do you stock your refrigerator with? • As student doesn’t raise their hand in class and shouts out answers. When and how is the student reinforced? • Disney pumps baking chocolate chip cookie smells through their main street. How many people go to buy food?
ABA • Many misconceptions revolve around ABA including: • Is just animal training for people – WRONG! • Uses food and toys to bribe kids – WRONG! • Just for people with autism spectrum disorder– WRONG! • Just for young kids – WRONG! • Focuses on running experiments on people – WRONG!
ABA Certified behavior analysts must evaluate behaviors within the context of social significance and work to create common goals with the individual, the family, and others in the environment Non-examples: • Behavior analyst observes child not using a fork while eating lunch. A goal to use a fork is created for the child. • Why might this be inappropriate? • Behavior analyst observe a child not looking adults in their eyes when they are talking. A goal is created for the child to look at people who are talking to them. • Why might this be inappropriate?
The A-B-C’s of Behavior • Antecedent: What happens before the behavior • Behavior: Observed behavior • Consequence: what happens after the behavior • Consequences can be positive or negative • Positive consequences add something when the behavior occurs • Negative consequences removes something when the behavior occurs
A’s of Behavior • What if John is prompted with a picture? What if parent prompts instead of volunteer? What if this was yelled at him? • What if no statement is made to Alejandra? What if statement is changed to “okay, the team is ready”? • What if Blake is shown how to hold? What if Blake has his hands manually manipulated to correct position? • Can be considered part of the environment • Can be changed to increase behavior • Can be changed to decrease behavior
B’s of Behavior • The behavior must be observable!! • The behavior must be measurable!! • Are all of these behaviors observable? • Are all of these behaviors measurable?
B’s of Behavior Which of these behaviors are observable??
C’s of Behavior • Does John only have his hand held at this time? Could he enjoy hand holding and therefore walk away from the helmets to get this? • Is Alejandra saying “Walk On” because she likes riding her horse? • Blake did have to change anything to continue the activity. Is this supporting his ignoring? • Consequences will “add” or “remove” something, as related to the behavior.
Reinforcement and Punishment Consequences can reinforce a behavior or punish a behavior • Reinforcement – increases behaviors • If you reinforce holding the reins, the rider will hold the reins more. • If you reinforce walking, the vaulter will walk through the barn. • Punishment – decreases behaviors • If you punish taking off the helmet while riding, the rider will take off the helmet less. Skinner discovered positive reinforcement is more effective compared to punishment when trying to start or change a behavior
Truth Behind Reinforcement and Punishment • Is everyone reinforced the same way? • Does everyone respond the same way to “reinforcements”? • Is everyone punished the same way? • Does everyone respond the same way to “punishments”? • Instead of using punishment, could we find an opposite behavior to reinforce?
Where to Start? • Collaboration is KEY! • Family / Guardians / Caregivers • Schools and teachers • Social workers • Other agencies that support the participant (physical therapists, occupational therapists, speech therapists, department of child and family services, vocational rehabilitation case workers, church members, doctors……) • Veterans may have additional members in their support network (counselors, support group leaders/members, psychologists, physiatrists, military friends, veteran companions)
The Power of Praise • 5 to 1 Ratio – Use 5 praise statements for every 1 corrective/negative statement you make
Effective Communication • When do we use questions? Why and how do we replace questions with statements?? • Can you tell your horse to stop? vs. • Show me how to stop your horse. • Do you want to pick the horse’s hoof out? vs. • Show me how to clean your horse’s feet.
Task Analysis Take a moment and quickly write down steps to saddling a horse
Forward Chaining • Use with riders who understand the need / purpose of task • Teach steps in order from first to last • Correct / reteach specific steps immediately – less memory of incorrect behavior Steps: • Have instructor teach first step (often the easiest) • Have the participant complete the first step – independently or with support • Have instructor complete remaining steps – modeling • Next session, have participant complete first and second step– independently or with support • Repeat going through all steps of the process
Backward Chaining • Use with riders who do not understand the need / purpose of task • Teach steps in order from last to first • Creates the link between task and reinforcer (tighten the girth and then ride) • Correct / reteach specific steps immediately – less memory of incorrect behavior Steps: • Have instructor do all steps but last, with participant watching • Have instructor teach last step and reinforce • Have the participant complete the last step – independently or with support • Next session, have participant complete last step and second to last step– independently or with support - reinforce • Repeat going through all steps of the process
Prompting Strategies • Most-to-Least • Start at full physical prompting – if participant can do task, move to partial physical prompting….. • Least-to-Most • Start at visual cues – if participant does not complete task, move to partial visual prompting…. What are examples of most-to-least prompting in EAAT environments? What are examples of least-to-most prompting in EAAT environments?
Prompting • Helpful questions to determine level of prompting or strategy to use: • Which types of prompts have been used before? • Does the learner have the skills (seen before)? • Which prompt does the participant respond to positively? • Which one can I use that this the least intrusive but has intended result?
