Constructing a developmental support plan Michael J. Weiss, Ph.D. ADA Therapy, LLC realfamiliesaol michaelweissphd 2

1. Constructing a “developmental support plan”Michael J. Weiss, Ph.D.ADA Therapy, LLCwww.realfamilies@aol.comwww.michaelweissphd.com203-583-1601

2. 1st Steps: proactive factors & strategies that influence behavior (and development) Definitions & Data Medical team evaluation Relationships and finding my child’s (and my) voice Communication Sensory & movement issues Multimodal channels of information Intensity, diversity, generalization Assume competence: offering a wide academic window Inclusion in the world Make plans do-able Understand your belief-systems Dynamic behavior (“parenting”) plan Medical management

3. Constructing a “developmental support plan” General definitions & principals of Behaviorism to keep in mind Develop a plan “Traps” to watch out for

4. Behaviorism & the Premack Principal Actions that are followed by a desired consequence are more likely to reoccur later in time. Example – Student participates in challenging Edmark Reading activity… Followed by joining into really fun game… Participating in Edmark is more likely to reoccur.

5. The “A-B-C’s” of Operant Conditioning Antecedent – what is happening “immediately” prior to the behavior. Behavior – what is the specific definition or “target” of what you are trying to modify. Consequence – what “immediately” follows the occurrence of the behavior. Contingency – Conditional relation between two events – “if this happens, then that happens” (i.e., if you show up for work, then you will be paid).

14. Use of positive consequences to induce the child’s participation Autonomy (doing as they please) Attention (eye contact, body posture, proximity, being silly, etc.) Verbalizing toward child (i.e., yelling at them, praise, singing a song to them, etc.) is highly reinforcing! Any desired objects (food, string, toy, etc.) Any desired activity (trips, games, places, etc.) Token systems and “markers” of impending rewards

15. Use of negative consequences (“penalties”) to insist on the child’s participation Ignoring minor or low priority actions Verbal redirection Physical redirection (blocking & proximity management) Removal of rewards/autonomy (all forms of “time-out” or “response cost”) Physical escorts, hand-over-hand requirement (“over-correction”) Restitution (righting the environment) Restrictive-location time-out (bedroom/high chair) Physical restraint (using appropriate training protocols such as “Prevention & Management of Aggressive Behavior” (PMAB))

16. What do we mean by “positive behavioral supports?” Positive reinforcement only? Avoidance of “aversive” stimuli? Not “forcing” people to do what we want (a.k.a. being coercive)? That we are being nice?

17. The illusion of “Positive” behavioral supports … anything that involves a contingency probably does feel so “positive” from the recipient’s point of view! Cardinal rule of Operant Condition: create a state of “want or desire” by depriving the person of the reinforcer before it is provided. Only give access to reinforcer when it has been “earned.” This type of contingent “relationship” (between child and gate keeper of the rules) is – by definition – a form of “power assertion” (and not very fun if you are on the low end of the relationship).

18. Any form of “positive” reinforcement requires “time out” as the starting point Huh? I thought positive reinforcement was giving somebody something that they want for “good behavior?” Yes, but… it’s giving somebody something that they want… … that they can’t otherwise have unless they are “good” – which is the definition of “Time Out” Would you find that “aversive?” Is that necessarily “bad?”

19. Emotional Development: What are “emotions?” – Not just “feelings”

23. At least “positive” behavioral supports don’t involve “restraint” Would you stop your child from running in front of a vehicle? State Supreme Court decisions have dictated that schools MUST “restrain” a child if they are “at risk for causing harm to themselves or others” At some level… this becomes a discussion of “degree” Not “if,” but “when” question

24. Constructing a “Developmental Support Plan” Put all 13 elements of an integrated educational & therapeutic program in place Define target behaviors (only a few at once) Describe where, when, how, how often target behaviors occur Define alternative actions to be rewarded Define rewards Define penalties Set up the event to take place when you have time & opportunity and/or predict when target behaviors are likely to occur Decide how long you are going to let this set of strategies run (week/month?)

25. 1st Steps: proactive factors & strategies that influence behavior (and development) Definitions & Data Medical team evaluation Relationships and finding my child’s (and my) voice Communication Sensory & movement issues Multimodal channels of information Intensity, diversity, generalization Assume competence: offering a wide academic window Inclusion in the world Make plans do-able Understand your belief-systems Dynamic behavior (“parenting”) plan Medical management

26. Target behaviors: what do you want to reduce? What do you want to increase? Behaviors to be reduced: Behaviors to be increased:

27. Antecedents of target behaviors: when, where & how often? Behaviors to be reduced: Behaviors to be increased:

28. Reinforcers: what does my child love? Small rewards that could be given moment to moment: Medium sized rewards that could be given every hour or two: Large rewards that could be given every day or more:

29. Negative Consequences: what does my child hate to loose? Behaviors to ignore: Objects that could be removed: Actions that I would physically require: Actions that I would physically prevent:

30. The 31(thousand) flavors of time-out

31. The 31(thousand) flavors of time-out

32. Setup the situation to challenge or confront a target behavior Set the situation up where & when you are likely to see the target behavior Plan for this when you have the man/woman power, time and materials needed Once you start, keep going until you “succeed”

33. “Traps” that we all fall into Trap #1: Adjusting the environment around the deficit of the child. Underestimating your child’s potential, and your own potential. Trap #2: Avoiding Confrontation. Trap #3: Taking control away from the child. Trap #4: Misunderstanding Positive & Negative Reinforcement and extinction: “We only use ‘positive supports’.” Trap #5: Mistaking a “non-action” as a “non- consequence.”

34. “Traps” that we all fall into Trap #6: Mistaking “talk” as “action.” Trap #7: Misunderstanding rewards: when are they too big, too uninteresting, and/or not given in effective time periods. Trap #8: Punishment used on impulse – because you are at the “end of your rope” – rather than as part of a proactive plan. Trap #9: Waiting too long and punishing too much. Trap #10: Drawing conclusions from momentary and non-systematic events (“That doesn’t work!”).