Behavior & Classroom Management:

1. Behavior & Classroom Management: Chris Borgmeier, Ph.D. Portland State University cborgmei@pdx.edu www.web.pdx.edu/~cborgmei/

2. Review Readings • Scheuermann & Hall – Ch 1-2 • Patterson, DeBaryshe & Ramsey • Dev’t of Antisocial Behavior • Dodge, Dishion & Lansford • Negative Peer Influence • Simonsen et al., 2008 • Review of the Research

3. Learning & Behavior

4. Applied Behavior Analysis • Developed from Science of Human Behavior (Behaviorism) • Emphasis on application in the real world • “the systematic application of behavioral principles to change socially significant behavior to a meaningful degree”

5. Behaviorism Laws of Behavior ABA Applied Behavioral Technology Effective Instruction PBS RTI & SW-PBIS Social Validity All Students Conceptual Foundations

6. Behavior • Identify the Target Behavior • Desired Behavior or Non-desired Behavior • Behavior must be identified so that it is observable & measurable • Define the behavior so that someone else could go into the room and both of you could measure the behavior without question

7. Why Do People Behave? Modeling? Accident?Instinct?Condition?? Why Do People Continue Behaving? IT WORKS!

8. Understanding Chronic Misbehavior • If a student repeatedly engages in a problem behavior, he/she is most likely doing it for a reason, because it is paying off for the student • The behavior is Functional or serves a purpose • Behavior is a form of communication, unfortunately some students learn that Problem Behavior is the best way for them to get their needs met

9. Understanding Chronic Misbehavior • Recognize that recurring misbehavior occurs for a reason, and take this into account when determining how to respond to misbehavior. • We can understand how to intervene most effectively with a student by identifying the function (or purpose) of their behavior

10. ABC’s of Understanding Chronic Behavior Patterns • What happens before (A or antecedent) the behavior occurs? • Trigger • What is the behavior (B)? • What happens after (C or consequence) the behavior occurs? • Response or Outcome of the Behavior A  B  C

11. AntecedentsWhat triggers the behavior? • What happens immediately preceding the problem/target behavior? • What triggers the behavior, be specific... • What activity? • What peers? • What tasks? • Describe in detail • If you wanted to set up the student to engage in the problem behavior, what would you have do?

12. Consequence What is the response to the behavior? • What happens immediately following the behavior? • How do peers respond? • How do the adults respond? • What are the consequences for the student? • How many times out of 10 do each of these responses occur following the problem behavior? • What is the student gaining as a result of engaging in the behavior? • How is it paying off for the student?

13. Learning A  B  C Student Learns through repeated experience, that under these specific Antecedent conditions, if I engage in this Behavior, I can expect this Consequence

14. Learning & ABC

15. Reinforcing Consequence AB C If the consequence is rewarding/desired, the subject learns the behavior is functional for getting what they want Behavior Increases in the Future Rewarding or Desired Consequence

16. Punishing Consequence A  B  C If the consequence is punishing/undesired, the subject learns the behavior is not functional for getting what they want Behavior Decreases in the Future Punishing or Undesired Consequence

17. Summary Statement • Based on several observations • Identifies predictable relationships between environmental variables and behavior During When student will because therefore the function of the behavior is to access /escape/avoid (choose one) (some routine) (some Antecedent condition occurs) (engage in a specific Behavior) (a predictable outCome will occur) (something in the environment)

18. Summary Statement • Based on several observations • Identifies predictable relationships between environmental variables and behavior During When student will because therefore the function of the behavior is to access /escape/avoid (choose one) Science or Social Studies (some routine) (some Antecedent condition occurs) asked to read out loud in class Verbally refuses, disrespects teacher (engage in a specific Behavior) his teacher calls on someone else (a predictable outCome will occur) oral reading (something in the environment)

19. Susan calls Brenda a “creep face” and laughs at her Brenda punches Susan on the arm Susan stops laughing and walks away A group of students at recess call Brenda fat Brenda kicks several of them The students run away Brenda spells a word incorrectly during an oral review and the child behind her laughs Brenda pulls the child’s hair Brenda is sent to the office Brenda is playing blocks with Ben. Ben takes a block from Brenda Brenda hits Ben over the head with another block Ben puts the block down and runs away Sample Summary Statement BRENDA HITS OTHER STUDENTS - WHY WOULD SHE DO THIS? Antecedents Behavior Consequences Summary Statement WHEN ANTECEDENT , BEHAVIOR BECAUSE CONSEQUENCE OTHER STUDENTS CALL HER NAMES OR TEASE HER BRENDA HURTS THEM THEY GO AWAY

20. Think about the Function of Behavior • When understanding behavior, you are the investigator • You need to understand from the student perspective… • You need to be convinced… • You need to be confident in the results of the interview…

21. To Obtain: peer attention adult attention desired activity desired item desired peer To Avoid/ Escape: difficult task non-preferred activity peer staff Most Common Functions of Behavior

22. Functional, not Good/Bad • Functional = Reinforced – it pays off • Behavior being reinforced may be “good” or “bad”, but it’s functional for the individual engaging in it • Non-functional = Not Reinforced –didn’t pay off • In a sense it’s being punished • Behaviors not reinforced may be “good” or “bad”, but it doesn’t matter because it wasn’t functional for the individual engaging in it

23. Learning New Skills ConsistentResponding is the Key!!! A  B  C Student Learns through repeated experience, that under these specific Antecedent conditions, if I engage in this Behavior, I can expect this Consequence

24. Show Tracy Video

25. Learning & ABC -- An example • (A) When sitting at the lunch table with group of ‘cool’ peers (B) if I try to get their attention appropriately by offering to share (C)peers ignore me and don’t respond – do not get desired attention • Behavior is punished – less likely to occur in future • (A) When ‘unlucky girl’ comes to table with ‘cool’ peers and student wants attention (B) if I make fun of ‘unlucky girl’ (C)peers will laugh and give me attention • Behavior was rewarded – more likely to occur in future A  B  C

26. Another girl sits down at table w/ a mean voice - “Who said you could eat at my table…” Peer gives negative look, but no response Negative look/ no response “I thought cows ate grass” Peers giggling– girl ignores Peers giggling at previous comment “don’t you know it’s rude to read at the table?” Girl gives negative look, but says nothing Peers laugh Negative look by girl, no response from peers Peers laugh loudly “Man, I’m being punished for cruelty to animals” Excuse me” throws food at girl “hello!”, throws bag in girls face Peers laugh girl calls Tracy ‘jackass’ Peers laugh; Tracy escorted to office by staff Peers laugh loudly, girl laughs, staff intervenes Practice Activity TRACY MAKES RUDE COMMENTS TO PEERS WHY WOULD SHE DO THIS? Antecedents Behavior Consequences DEVELOP A SUMMARY STATEMENT FOR TRACY WHEN ANTECEDENT , BEHAVIOR BECAUSE CONSEQUENCE

27. Another girl sits down at table w/ a mean voice - “Who said you could eat at my table…” Peer gives negative look, but no response Negative look/ no response “I thought cows ate grass” Peers giggling– girl ignores Peers giggling at previous comment “don’t you know it’s rude to read at the table?” Girl gives negative look, but says nothing Peers laugh loudly Peers laugh Negative look by girl, no response from peers “hello!”, throws bag in girls face “Man, I’m being punished for cruelty to animals” Excuse me” throws food at girl Peers laugh girl calls Tracy ‘jackass’ Peers laugh; Tracy escorted to office by staff Peers laugh loudly, girl laughs, staff intervenes Practice Activity -- Answers TRACY MAKES RUDE COMMENTS TO PEERS WHY WOULD SHE DO THIS? Antecedents Behavior Consequences Summary Statement WHEN ANTECEDENT , BEHAVIOR BECAUSE CONSEQUENCE SITTING WITH COOL PEERS & ‘UNCOOL’ PEER ARRIVES TRACY MAKES RUDE COMMENTS THE PEERS LAUGH

28. ABC’s of InstructionAcross the Continuum of Learners DIFFERENCES across Continuum - # of trials to mastery - explicitness of instruction

30. Reinforcement v. Punishment • Reinforcement - a consequence that increases the future occurrence or likelihood of a behavior • Punishment - a consequence that decreases the future occurrence or probability of the behavior

31. Reinforcer or Punisher? • Suspension • Verbal Reprimand • Spanking • Time Out • IT DEPENDS ON THE STUDENT RESPONSE!! • We often assign value to consequences, based on what we think…. BUT… • What we need to look at is the impact on the student behavior

32. When Understanding Behavior • When understanding behavior, we want to learn what function (or purpose) the behavior is serving for the student • We need to understand from the student perspective… • In the student’s eyes, what are they getting (or trying to get) from engaging in this behavior • What is the most important thing that the student wants to gain (or avoid) by using this behavior

33. Power of the AntecedentStimulus Control • Through repeated exposure and learning the Antecedent becomes a very strong cue triggering the Behavior to occur. • The Behavior will become almost automatic under these Antecedent conditions, because the learning is so ingrained A B  C

34. A history of learning based on interactions between child and teacher have created the following predictable routine Now, not only do these student react differently to these teachers in the classroom… but they are also likely to behave in a similar fashion with each outside of the classroom because the presence of the person (Antecedent) has developed such a strong relationship with a certain behavioral response Stimulus Control - example

35. Positive v. Negative Reinforcement • Reinforcement – consequence stimulus that increases future occurrence of behavior • Positive Reinforcement = the contingent presentation (to Give) of a stimulus that increases the future rate or probability of a behavior • Negative Reinforcement = Contingent removal of an aversive stimulus that results in increased occurrence of behavior in future

37. Positive Reinforcement • Contingent presentation (giving) the items below are examples of Positive Reinforcement, if they increase the occurrence of the behavior in the future: Increasing (B)ehavior due to (C) presentation of desired stimulus • I respond in class to get verbal praise/ pat on back • Child mows his grandpa’s lawn to get $25 • Student studies to get an “A” increases likelihood I will study • Student tells a joke in class to get peer attention • Girl steals to get clothes she wants • These can be and commonly are reinforcers for desired and undesired behaviors

38. Negative Reinforcement • Contingent removal of (or escape from) the following aversive (negative) stimuli are examples of negative reinforcement, if they increase the occurrence of the behavior in the future Increasing (B)ehavior due to (C) Removal of Aversive stimulus • I take the kitchen trash out to the garage to remove (escape from) the awful smell • I go feed the baby to stop it from crying (to escape noise of crying) • I clean up my mess to remove (escape from) wife’s constant harping on me • Boy threatens/hits peer so peer will stop calling him names • Student swears at teacher so they can escape from the staff they don’t like • Dog runs away to avoid the child pulling its ears • These can be and commonly are reinforcers for desired and undesired behaviors

39. Punishment: A Closer Look Remember: Punishment ALWAYS results in reduced future occurrence of the behavior • Positive Punishment - the contingent presentation of (to give) a stimulus immediately following a response, which decreases the future occurrence of the behavior • Examples: • Verbal reminder after speaking out in class (that decreases future behavior) • Beating someone up after they ridicule you (if it decreases future ridicule) • Overcorrection - Practice walking down hall 5 times after caught running in the hall (if it decreases future behavior) • Drop and give me 20 after running a play wrong in football practice (if it decreases future behavior) • …assuming the behavior decreases in the future

40. Punishment: A Closer Look • Negative Punishment - the contingent removal of a (desired) stimulus immediately following a response, which decreases the future occurrence of the behavior • Examples: • Sending a student to Time out from desired Attention or a desired activity for talking out in class • In-School Suspension (removal from desired school and peers) for fighting in school – assuming behavior is decreased in the future • Losing a privilege (recess) because students got in a food fight at lunch • …assuming behavior is decreased in the future

41. Proactive v. ReactivePBS v. Aversive approach

42. PBS v. Aversive Model (ABC)

43. Traditional / Punitive Approach (ABC)

44. PBS Approach (ABC)

45. Development of Antisocial Behavior

46. Developmental Progression of Antisocial Behavior Early Middle Late Childhood ChildhoodChildhood& Adolescence Rejection by normal peer group Poor parental discipline & monitoring Commitment to deviant peer group Child Conduct Problems Delinquency Academic failure BAD NEWS: LONG-TERM RISK INCREASES WITH EACH STAGE GOOD NEWS: WE CAN TAKE KIDS OFF THIS DEVELOPMENTAL PATHWAY

47. Poor Parental Monitoring & Supervision • Parents tended to be non-contingent in using: • positive reinforcers for prosocial behavior, and • effective punishment for deviant behaviors • #1 concern is Coercive Interactions that are directly reinforced by family members;

48. Coercive Interactions • Maladaptive, manipulative strategies that children learn that are functional in their environments • Most important set of contingencies for coercive behavior consists of escape-conditioned contingencies • child uses aversive behaviors to terminate aversive intrusions by other family members = Negative Reinforcement • Coercive behaviors are reinforced because they become Functional by helping child survive in highly aversive social situation

49. Coercive Interaction: Example Shopping at a Grocery Store • Jimi asks for candy bar Mom says “no” • Jimi starts crying  Mom ignores • Jimi throws a tantrum  Mom tries to distract him • Jimi throws things off store shelves  Mom gives him candybar to make him stop

50. Coercive Interaction: Example • What did Jimi learn? • That negative behavior can be functional for getting him what he wants • child learns to control other family members through coercive means • What did mom learn? • Giving in to negative behavior will make him stop engaging in negative behavior