Behavior Modification

1. Behavior Modification B. MOD Based on Learning Theory zentall

2. Skill vs. Motivational or Production Problems • Nonambulatory example child and the use of m&ms zentall

3. TO INCREASE BEHAVIOR Gives POSITIVE things • POSITIVE REINFORCEMENT Takes away NEGATIVE things • NEGATIVE REINFORCEMENT zentall

4. Rewards Change with Age K-3rd Teacher feedback important 4 - 10 Task mastery more important Peer reinforcement (R+) Opposite sex adult praise zentall

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6. TYPES • Primary R+(food water sleep) • Secondary Social • Proximity and contact (physical or name) • Descriptive positive phrases • Privileges • Badges, grades • Natural Consequences (social approval, reading,walking) zentall

7. Rewards Change with Type of Disability zentall

8. Schedules of Reward • Continuous vs. Intermittent • Immediate vs. Delayed Learning vs. Maintenance? zentall

9. Frequency of Reward Change with Disability/Skill zentall

10. Reinforcers Should: 1.Be paired with praise 2. Not be available elsewhere (competing) 3. Not be used with activities the child is already motivated to do zentall

11. Specific Applications to come: • Successive approximation • Chaining • Contracts & the Premack Principle • Level systems • Counterconditioning zentall

12. Successive approximations (get a child with autism to wear glasses) or Baby Steps • Chaining forwards and backwards--knowing what the child already can do (alphabet and tying shoes) • Premack Principle zentall

13. Contracts zentall

14. Level System Pros • Promote self management if there is movement from structure to less structured • Grades and levels better than food zentall

15. Level Systems Cons • Requires a highly organized teacher • Can be complicated: • Different children are on different levels. • More levels = more paperwork • Communication with parents, daily figuring of points, weekly tallies • Establish criteria for progression (rules and levels) • Easy to change from positive to negative • Satiation zentall

16. Increase Behavior using Counterconditioning Teaching students to approach Good for avoidant behavior zentall

17. TO DECREASE BEHAVIOR Give NEGATIVE • PUNISHMENT Withhold POSITIVE • EXTINCTION • TIME OUT zentall

18. Type: Extinction =ignoring • you can ignore: • -adult attention seeking behavior • you cannot ignore: • -danger to self/others • -screaming • Guidelines: • 1) use ignoring with praise • 2) behavior escalates initially • 3) be consistent zentall

19. Type: Time-Out • Best Type: Inclusionary • head on desk, move child, but allow view of others being reinforced • Type: Exclusionary • move student out of room or to principal’s • Use T-O with: • rules, warning, implement & restate rule, ignore child • release when time up, shows appropriate behavior or fixes situation. zentall

20. Essential Elements Disciplinary responses • punishment not as good as R+ • not emotional (acts of power) • should be rational like basketball • with consistency, rules, and penalties • with positive concern for the total game and players • not to lower status or dignity of individual player or team zentall

21. ‘Loss of face’ zentall

22. PunishmentEffects Change with Age • 1. Rationale with punishment necessary by 3rd grade • 2. Emergence of self-control zentall

23. Type: DRL Differential Reinforce a Low Rate of Behavior Example: “Great you only interrupted once in that conversation” • Certain Behavior is ok if not too frequent: • straying off subject • monopolizing discussion • borrowing supplies, sharpening pencils, etc. zentall

24. Types: DRI, DRO • Diff. Rein. of Incompatible Behavior • Reinforce a related response, such as verbal requests while ignoring verbal complaints • Diff. Rein. Other Behavior • Reinforce replacement behavior • -reinforce peer interactions while ignoring child’s attempts to get teacher attention • -give the child a pencil with foam end as a way to replace drumming on desk with a pencil zentall

25. Others • Overcorrrection (messes) • Restitution (stealing) • Natural consequences • Physical restraint • Satiation (spitballs, smoking) vs. Positive practice • Response cost + positive reserves zentall

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27. Which technique? zentall

28. Which technique? zentall

29. Which technique? zentall

30. FOR STUDENTS WITH ADHDPOSITIVE CONSEQUENCES (R+) 1. PRAISE effort with affect 2. with PRIVILEGES or fines 3. CHANGE R+ 4. NOT Tooooo APPEALING 5. SELF-CHECKING zentall

31. FOR STUDENTS WITH ADHD NEGATIVE CONSEQUENCES (R-) 1. NOT FOR TASK-AVOIDANCE 2. NOT LOUD or EMOTIONAL R- 3 . NOT WITHDRAWAL OF ACTIVITY 4. NOT EXCLUSIONARY TIME-OUT zentall

32. Classroom Rules • Feet on the floor • Before talking you must raise your hands • You must say “yes mam” to the instructor • asking questions, giving examples, and adding interesting information = 1 penny • you need tokens or pennies to get a break • 15 tokens = choice of toy/supply zentall

33. Toby • Toby is an SEH student with conduct disorder and a learning disability in reading. • Behavioral: Toby is often disruptive in class. He talks out often and teases other students. Therefore, he has few friends. • Reading: Early on he had trouble identifying letters in his name and numbers to 10. Yet when completing childrens’ puzzles, people were amazed with his speed and accuracy at correctly matching the pieces. zentall

34. Currently, Toby is unable to identify certain dipthongs and blends. Toby is able to pronounce all of the letter sounds (e.g., b-l-a-c-k), but then pronounces the word as traffic. • testing has indicated independent reading level at 2nd grade, instructional reading level at the 3th grade, and listening comprehension at the 5th grade zentall