Christa Jachym, BCBA Benhaven Learning Network April 5, 2010

1. Christa Jachym, BCBA Benhaven Learning Network April 5, 2010

2. PROBLEM BEHAVIOR IS AN ERROR IN LEARNING . THEREFORE, OUR JOB IS TO TEACH. The need for discipline arises when children fail to understand the expectation.

3. PositiveConsequences • Determine what type of Reinforcement will be most effective. • Determine which behavior will be reinforced. • Take time to explain the plan before beginning. • Reinforce OFTEN!!!!!!!!!!

4. Reinforcement/Reward • Verbal Praise • Close proximity, sincere, enthusiastic tone, specific • Preferred Activities • special time with YOU, games, cooking, “jobs” • Tangibles • do this in limited quantities. • Physical Contact • hugs, kisses, rough play, being silly.

5. Proactive Strategies • Catch your child being good frequently. • Use behavior-specific language. • 7 positives to 1 negative. • Reinforce don’t bribe. • Clearly establish your expectations. • Tell, don’t ask • Be clear • Follow through on direction • Tell your child what you want them to do, not what you Don’t want them to do.

6. Proactive Strategies • Clearly establish the consequences for compliance and noncompliance. • Define rules and consequences proactively. • Don’t let your emotions get in the way of your judgment. The behavior should drive the consequence given. • Be consistent across incidents.

7. Proactive Strategies • Remember the Golden Rule • Actions speak louder than words • Create predictability • Use visuals • Establish routines • Use repetition

8. Counting • Use for transition • Leaving preferred activity • Interrupting preferred activity • 5 finger countdown • Provides visual information • Provides auditory information • Allows processing time • Count to 10 • Provides auditory information • Allows processing time

9. Choices • Allow choice that gets to the same end result. • Red or blue cup • Eat at the table or counter • Wear skirt or pants • Jump or skip to the sink to wash hands

10. Transitioning • Focus on the next task in an exciting way. • Clean up games • Sing song while transitioning • Give immediate positive attention

11. Review the Rules • Review the rules, expectations, consequences BEFORE entering the environment they need to practice in. • Before going outside (Come in when called) • Before getting home (PJ’s , brush teeth, bed) • Before going to a new house (bathroom, use nice words, come get mom or dad) • Restaurant behavior (sit, color, talk quietly)

12. Visualization Strategies • Use a preferred character (Caillou) • Explain the problem (Sick, didn’t want his medicine, It was YUCKY!) • Explain the solutions (Had to take it, closed eyes, open mouth, ALL DONE) • Use fun language (YUCKY, NOOO, MMMM…That’s good!!!!) • Validate emotions (Mad, Brave, Happy) • Practice “like____________” (show me)

13. Why/Why Not??? • DON’T automatically say, NO. • Be thoughtful when making decisions • Ask yourself, “why can’t he or she do that?” “what is the worst that could happen” • Giving a little control goes a long way… • You can do that when... Vs No not now.

14. Self-Talk • Use key phrases • No big deal • Those are the rules. • Maybe later • I don’t know, I’ll ask… • I need help…I can’t… • This is hard…maybe I can… • I made a mistake

15. Apprentice • Provide opportunities to help you with a chore. • Give your child a role or job • Cooking-put items in the pan when cut. • Empty dishwasher-put plastic cups/plates away • Dusting-wash their kitchen, toys. • Wash floors-find the “yucky spots” • Laundry-find all the socks and put in pile.

16. Reactive Strategies • Should be based on the function. • Should work to extinguish the inappropriate behavior. • Should NOT be used as a teaching moment.

17. Reactive Strategies • Ignore inappropriate behavior whenever possible. • When it is necessary to attend to inappropriate behavior, be unemotional, precise, and directive. • Use gestures to redirect back on task rather than verbal. • Do not question a noncompliant child about their behavior, or ask them to explain it. • Limit verbal interactions. • Use the inappropriate behavior of one child as a cue to attend to the appropriate behavior of other children.

18. Time Out • Time out from reinforcement • Should not be used unless you can remove the reinforcing quality. • Must create reinforcing environment. • Target behaviors should be identified proactively. • Not appropriate for escape behavior.

19. Stop, Redirect, Reinforce • Stop the inappropriate • State the rule that has been broken • Redirect • Get reengaged in activity • Reinforce • Reinforce appropriate behavior within 30 sec.

20. Tips for Attention Seeking Behaivor • Give positive attention for appropriate behavior OFTEN. • Teach appropriate ways to seek attention • Teach independence skills • Reinforce consistently and often when new skills are displayed • Use planned ignoring for inappropriate attention seeking behavior

21. Tips for Escape/Avoidance Behaivor • Allow for choices within the activity • Use Premack Principle (first/then) • Use Let’s statements rather than directives • Teach appropriate ways to escape (HONOR IT) • Reinforce consistently and often when new skills are displayed • Keep the demand on using non-verbal cues • NO ARGUING

22. Tips for Self-Regulation Behavior • Use modeling of appropriate behaviors • Use self talk • Use guided practice-give many opportunities for practice • Reinforce consistently and often when new skills are displayed • Stop, Redirect, Reinforce

23. Tips for Gaining Access Behaivor • Determine appropriate method of communication. • Give MANY opportunities to practice appropriate means of communicating. • Teach/model appropriate communication • Do count and mand procedure (use planned ignoring for inappropriate attempt, then set up a new opportunity immediately following.

24. Tips to Remember • Insanity is doing the same thing over and over and expecting a different result. • Evaluate progress often • Changing behavior of others requires changing behavior of yourself. • Don’t expect plans to work from the beginning. • Behavior change is a slow, gradual process. • Use concrete methods to monitor progress. • Don’t give a drowning man swimming lessons. • Offer support