BEHAVIOUR MODIFICATION: Strategies for Everyday Use

1. BEHAVIOUR MODIFICATION: Strategies for Everyday Use Parent Resource Centre (PRC) Workshop #2 Tuesday 2 February 2010

3. SOUND FAMILIAR? • Useless parenting question

4. ACTIVITY 1-Minute Pause Think of 1 behaviour in your child that you would like to increase and 1 behaviour that you would like to decrease.

5. CONNECT - PAST • B. F. Skinner • Operant conditioning • Management theory

6. CONNECT - FUTURE • Advantage • If we understand the principles • Wide applications in society

7. BIG PICTURE • Behaviour is controlled by the events that follow it (consequences)

8. GOALS • Select specific strategies to increase/decrease behaviours in your children

9. STRATEGIES • INCREASE • DECREASE

11. INCREASE • (+) Reinforcement • (-) Reinforcement

12. (+) REINFORCEMENT • Presentation of a stimulus following a response that increases the future probability of the response • Contingent • Immediate

13. (+) REINFORCEMENT - EXAMPLES • Food • Praise • Affection • Tokens/stickers • Money/paycheck/gratuity • Gifts • Begging

14. (+) REINFORCEMENT Principles • Reinforcer must be perceived as (+) • in the eye of the perceiver • Premack Principle • Shaping • Prompting

15. (-) REINFORCEMENT • Removal of an aversive stimulus following a response that increases the future rate or probability the response • Contingent • Immediate

16. (-) REINFORCEMENT - EXAMPLES • Alarm clock • Loud buzz in cars until seat belts are buckled • Doing chores to avoid being nagged • Speed bumps • Leaving home early to avoid heavy traffic • Honking horn

17. EXAMPLE • INTERACTIVE REINFORCEMENT • Dog whines • Owner opens gate • Dog’s behaviour is (+) reinforced • Owner’s behaviour is (-) reinforced

18. ACTIVITY • Think-Pair-Share • Select a behaviour in your child that you would like to increase. • Create a plan using either • (+) reinforcement or • (-) reinforcement.

19. DECREASE • Level 1 • Differential reinforcement • Level 2 • Extinction • Level 3 (Remove desirable stimuli) • Response-cost • Time-out • Level 4 (Present aversivestimuli) • Overcorrection • Overcorrection

20. DIFFERENTIAL REINFORCEMENT (Level 1) • Reinforcing an alternative behaviour that may be incompatible with the behaviour targeted for reduction and the performance of which decreases the likelihood that the inappropriate behavior will be performed. • An inappropriate or challenging behavior is replaced by a behavior considered as more appropriate or positive.

21. EXTINCTION (Level 2) 22) • Withhold or end the positive reinforcer that is maintaining the inappropriate target behavior

22. EXTINCTION (Level 2) 22) • Attention-seeking behaviours • Tantrums

23. PUNISHMENT • Consequent stimulus that • Decreases probability of occurrence of behavior • Contingent • Immediate

24. RESPONSE-COST(Level 3)3) • Withdrawal of specific amounts of a reinforcer contingent on inappropriate behavior

25. RESPONSE-COSTEXAMPLES • Speeding ticket • Take away tokens/points • Late fee/fine

26. TIME OUT (Level 3) • Nonseclusionary • Exclusionary • Seclusionary

27. TIME OUT (Level 3) • Remove reinforcers • Neutral setting • Short as possible

28. AVERSIVE STIMULI(Level 4) (L(( (L(Level 4) • Conditioned • Warnings, vocal tones, gestures • Unconditioned • Mild aversives • Physical control

29. OVERCORRECTION(Level 4) (L(( (L(Level 4) • Teach correct behavior through exaggeration of experience

30. OVERCORRECTION(Level 4) (L(( (L(Level 4) • 2 types • Restitution • To restore the setting • Positive-practice • Engage in exaggerated or overly correct practice ofappropriate behavior

31. CORRECTIVE STRATEGIES • R-I-P • Rules-Ignore-Praise • R-R-P • Rules-Reward-Punishment • TOKEN ECONOMY • CONTRACTS

32. FUNCTIONAL BEHAVIOURAL ANALYSIS • A - B - C chart • Antecedent • Behaviour • Consequences

33. A - B - C Chart

34. ACTIVITY • Think-Pair-Share • Select a behaviour in your child that you would like to decrease. • Create a plan using the A-B-C chart to decrease the behaviour. • Create a plan to teach a more appropriate replacement behaviour.

36. ACTIVITY • What behaviour was increased/decreased? • Was the behaviour increased? Was the behaviour decreased? • What was the consequence that followed the behaviour? • Was the consequence added/removed?

37. ACTIVITY 1 • Billy likes to camp-out in the backyard. He camped-out on every Friday during the month of June. The last time he camped out, some older kids snuck up to his tent while he was sleeping and threw a bucket of cold water on him. Billy has not camped-out for three weeks.

38. ACTIVITY 2 • Every time Madge raises her hand in class she is called on. She raised her hand 3 times during the first class, 3 times in the second and 4 times during the last class.

39. ACTIVITY 3 • Gregory is being reinforced using a token economy. When he follows a direction, he earns a point. At the end of each day, he can "buy" free time, e.g., TV privileges, with his points. When he doesn't follow a command, he loses points. Andrew used to call his mom names. Since he has been on the point system, his name calling has been reduced to almost zero.

40. ACTIVITY 4 • John did not go to the dentist every 6-months for a checkup. Instead, he waited until a tooth really hurt, then went to the dentist. After two emergency trips to the dentist, John now goes every 6-months.

41. USES • Applied Behaviour Analysis (ABA) • Autism Spectrum Disorder

42. FINAL THOUGHTS • Start out with (+) approaches • Have a variety of tools in your management toolbox

43. QUESTIONS