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Behavior Management Section I: Basic Behavior Components. Personnel. DeAnn Lechtenberger — Principle Investigator Nora Griffin-Shirley — Project Coordinator Doug Hamman — Project Evaluator Tonya Hettler—Grant Manager

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behavior management section i basic behavior components
Behavior Management Section I:

Basic Behavior Components

personnel
Personnel

DeAnn Lechtenberger — Principle Investigator

Nora Griffin-Shirley — Project Coordinator

Doug Hamman — Project Evaluator

Tonya Hettler—Grant Manager

Project IDEALis funded through a grant from the Texas Council for Developmental Disabilities ($599,247) with match from Texas Tech University for ($218,725)

The views contained herein do not necessarily reflect the position or policy of the funding agency[s]. No official endorsement should be inferred.

module objectives
Module Objectives

The learner will:

  • learn the basic components of behavior
  • be introduced to principles of Applied Behavior Analysis (ABA)
  • explore how to use ABA principles in the classroom
what is behavior
What is behavior?
  • All behavior is learned.
  • Behavior is an action that is observable and measurable.
  • Behavior is not what a student is feeling, but how the student expresses that feeling.
  • Behavior serves two purposes:
    • To get something
    • To avoid something
the abcs of behavior
The ABCs of Behavior
  • Behavior is a chain reaction.

Consequence

Behavior

Antecedent

What sets off the behavior

The behavior itself

Reaction to the behavior

behavior consequences
Behavior Consequences
  • Consequences for behavior can be pleasant or unpleasant from the student’s point of view.
  • Consequences that increase future behavior are called reinforcement.
  • Consequences that decrease future behavior are called punishment.
reinforcement
Reinforcement
  • Reinforcement is a consequence that increasesfuture occurrences of the behavior.
  • The student is likely to perform the behavior in the future because he likes and wants the reinforcer.

REINFORCEMENT = Increase in future rate of behavior

punishment
Punishment
  • Punishment is a consequence that decreasesfuture occurrences of the behavior.
  • The student will not perform the behavior in the future because he dislikes and wants to avoid the punisher.

PUNISHMENT = A consequence followed by behavior that decreases the future occurrence of behavior.

applied behavior analysis aba
Applied Behavior Analysis (ABA)
  • ABA is a universal set of behavior principles that explains behavior and how it can be changed.
  • Strategies from ABA apply to individuals of all ages and abilities.
  • Teachers can use ABA methods to teach their students to use appropriate behaviors or decrease inappropriate behaviors in the classroom.
five principles of aba
Five principles of ABA
  • Behavior reflects underlying needs and has a purpose.
  • Behavior will be repeated when it is reinforced.
  • Behavior will be decreased when it is not reinforced or when it is punished.
  • Behavior is learned.
  • Behavior can change.
principle 1
Principle 1
  • All behavior reflects underlying needs and has a purpose.
principle 2
Principle 2
  • Behavior will be repeated when it is reinforced.
principle 3
Principle 3
  • Behavior will be decreased when it is not reinforced or when it is punished.
principle 4
Principle 4
  • Behavior is learned.
principle 5
Principle 5
  • Behavior can change.
aba in the classroom
ABA in the classroom
  • Reinforce the behavior you want to see.
  • Some students require more frequent reinforcement.
  • Explicit expectations yield specific behaviors.
  • Teach a variety of behaviors in different contexts.
aba in the classroom1
ABA in the classroom
  • Reinforce the behavior you want to see.
aba in the classroom2
ABA in the classroom
  • Some students require more frequent reinforcement.
aba in the classroom3
ABA in the classroom
  • Explicit expectations yield specific behaviors.
aba in the classroom4
ABA in the classroom
  • Teach a variety of behaviors in different contexts.
aba in the classroom5
ABA in the classroom
  • Whether a behavior is appropriate or inappropriate depends on the context in which it occurs.
contact information
Contact Information

DeAnn Lechtenberger, Ph.D.

Principle Investigator

deann.lechtenberger@ttu.edu

Tonya Hettler, Grant Manager

tonya.hettler@ttu.edu

Webpage: www.projectidealonline.org

Phone: (806) 742-1997, ext. 302

The views contained herein do not necessarily reflect the position or policy of the funding agency[s]. No official endorsement should be inferred.