Behavior Reduction Strategies

1. Behavior Reduction Strategies

2. Behavior Reduction Strategies Definition: procedures that, when implemented immediately after a target behavior, reduce the future probability of the target behavior recurring. Sometimes referred to as punishment. Note: punishment and consequences are neutral terms.

3. Is there really a problem? Physical harm to self or others? Disrupting learning of self or others? Triggering additional problem behaviors or emotional reactions? Causing social exclusion? Related to medical condition?

4. Differential Reinforcement Reinforcing a behavior only when followed by a discriminative stimulus (e.g. talking in class OK when answering a question) Reinforcing one target behavior while ignoring other behaviors (e.g. reinforce �please� sign while ignoring grabbing and reaching)

5. DRO Differential Reinforcement of Other Behaviors Delivery of reinforcement after a child HAS NOT exhibited a target behavior during a predetermined interval of time.

6. DRA Differential Reinforcement of Alternative Behaviors Delivery of reinforcement for a more appropriate form of a targeted inappropriate behavior.

7. DRI Differential Reinforcement of Incompatible Behaviors Delivery of reinforcement for behavior that is incompatible with targeted inappropriate behavior.

8. Preventive Strategies Reinforcing appropriate behaviors and modifying environmental antecedents to reduce the occurrence of inappropriate behaviors. Examples: reviewing rules and procedures, reviewing consequences

9. Interrupting the Behavior Chain Proximity Control Injecting Humor Instructional Control Problem-solving facilitation Stimulus change

10. Preventive Strategies for School Variables Related to School Violence Older kids Larger schools City schools Poor students Security efforts Sign in sheets Drug sweeps Metal detectors Block Scheduling Programs Rules Consistent consequences Communicate Minor vs. Serious Social reinforcement Hearing and appeal Conflict resolution and Peer Mediation School Uniforms

11. Preventive Strategies for Class Inform of expectations Establish positive learning climate Provide meaningful learning experiences Avoid Threats Demonstrate Fairness Build and exhibit self-confidence Recognize positive student attributes Use positive modeling Pay attention to physical arrangement of classroom Limit Downtime

12. Top Ten List Provide appropriate supervision Provide appropriate structure, routines Model appropriate behavior Reinforce appropriate behavior Provide predictable, consistent discipline Maintain regular parent contact Avoid looking for biological causes Be a teacher, not a friend Let students know you like them and are interested in their interests Have fun!

13. Reduction Guidelines Fair-Pair When reducing a challenging behavior, reinforce a positive behavior Be consistent Avoid reinforcing inappropriate behavior Make consequences short and to the point Deal with inappropriate behavior immediately Avoid ineffective procedures (e.g. yelling) Restrictiveness and social acceptability

14. Reduction Strategies Extinction - withholding reinforcement Time-out from Positive Reinforcement Remove child from reinforcement or reinforcement from child Response cost - systematic removal of reinforcers contingent on inappropriate behavior Restitution - pay back Positive practice - do it right Overcorrection - do it right, a lot Physical Restraint - TBSI Corporal Punishment

15. What about Meds? Stimulants Ritalin Dexedrine Cylert Caffeine Antidepressants Elavil Tofranil Antipsychotics Thorazine Haldol Mellaril

16. Medication Side Effects Stimulants Loss of appetite, insomnia, growth inhibition, nervous tics, motor restlessness Antidepressants Loss of appetite, insomnia, dry mouth, nausea, high blood pressure, heart problems, poisoning Antipsychotics Increased appetite, weight gain, lethargy, apathy, dry mouth, impaired cognition, motor disorders

17. Specific Behavior Challenges

18. Disruptive Behavior Definition: Behavior that serves to disrupt the ongoing learning process in a classroom Examples: Off task talking, getting out of seat, making noises, playing with objects, throwing objects, climbing

19. Antecedents of Disruptive Behavior Curriculum and Teaching Strategies Frustration Boredom Lack of relevance Lack of differentiation Inappropriate Management Deficits in School Readiness Skills

20. Interventions for Disruptive Behavior Functional Assessment Schoolwide and Classroom Rules Self-Discipline Skills

21. Noncompliance Oppositional or resistant behavior such as disobedience, uncooperativeness and unwillingness to accept suggestions Passive Direct Defiance Simple Refusal Negotiation

22. Antecedents of Noncompliance Teacher-Student Interactions Parent-Child Interactions Power-Control Issues

23. Interventions for Noncompliance Teaching Compliance Cognitive Behavior Management Schoolwide and Classroom Rules

24. Impulsivity Definition Behavior demonstrated by children who respond quickly, and without thinking (and usually in a wrong or trouble-inducing manner) to academic tasks and social situations to a degree markedly more than same-age peers

25. Antecedents of Impulsivity Multiple factors Includes biological, psychological, environmental, & social learning factors Failure to self-monitor Parent-child interactions

26. Interventions for Impulsivity Waiting Self-control skills Smaller tasks Shorter tasks

27. Inattention Definition: Lack of ability to remain oriented to a task for the length of time required to complete the task or a socially-acceptable amount of time Causes Lack of maturity Egocentrism

28. Inattention Interventions Functional analysis More frequent feedback Specific feedback Consequences Positive Negative Task-analysis Results-based Reinforce with preferred rewards Priming with discussion of privileges that may be earned

29. Hyperactivity Problems in school Restlessness Childish or immature behavior Problems keeping friends Self-overassertiveness Perfectionism

30. Hyperactivity Antecedents Multiple factors Brain damage, biological factors, food additives, difficult temperament, psychoanalytic factors Environmental factors Classroom dynamics, family dynamics, academic failure Parent-Child interactions

31. Hyperactivity Interventions Teach appropriate social skills Incompatible behaviors Clearly establish boundaries Positive reinforcement Self-monitoring Involvement in outlet behaviors

32. Aggressive Behavior Behavior meant to injure, gain something, or result in injury and extraneous gains Physical Aggression Targets Kicking, hitting, spitting, biting, grabbing, holding, fighting, throwing Verbal Aggression Targets Bossiness, teasing, tattling, criticizing, picking on others, sarcasm

33. Patterns of Aggression Over-aroused - overactive Impulsive - low frustration tolerance Affective - rageful, chronic anger Predatory - revenge seeking Instrumental - intimidating bully

34. Stages of Aggression Frustration Defensiveness Aggression Self-control

35. Aggression Antecedents Modeled aggressive behavior Developmental perspective Media influence Peer reinforcement Social skills deficits

36. Aggression Interventions Anger control program Self awareness Exploration of reactions to peer influences Identification of problem situations Generation of alternative solutions Evaluation of solutions Recognition of physiological awareness of anger arousal Integration of physiological awareness Self-talk and social problem solving techniques

37. Temper Tantrums Noxious behavior demonstrated by children when their demands are not met or when they are tired Most often manifested when wishes for edibles or privileges are not met

38. Temper Tantrums Antecedents Inconsistency in reinforcement consequences Allowing tantrums to be effective Giving in to shut �em up! Interventions Follow through Be consistent Establish routines Maintain boundaries

39. Stereotypy Repetitious, invariant responses that occur at an extensively high rate and do not appear to have any adaptive function Includes Self-injurious behavior Self-stimulating behavior

40. Antecedents of Stereotypic Behavior Reinforcement Positive - gain attention Negative - removal of abuse Sensory Arousal Increase - neurological stimulation Decrease - replacement pain Organic Origination Genetic anomalies Biochemical imbalances

41. Functions of Stereotypy Self-injurious Social attention Tangible consequences Escape from aversive situations Sensory consequences Self-stimulatory Perceptual reinforcers Automatic reinforcers

42. Interventions for Stereotypy Teach social skills Teach interactive behavior Teach communication skills

43. Depression Depressed mood vs depression as a disorder Sadness or irritability Poor appetite or overeating Insomnia or hypersomnia Low energy or fatigue Low self-esteem Poor concentration or difficulty making decisions Feelings of hopelessness

44. Antecedents of Depression Social skills deficits Lack of self-control Learned helplessness Cognitive triad of depression Negative bias leads to negative view of self, world, future leads to negativity Interpersonal problem-solving deficits

45. Interventions for Depression Behavioral Pharmacological Psychological Interaction of the above three Cognitive-behavioral interventions

46. Go Stars