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Behavioral Strategies for Preschoolers
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Transcript of Behavioral Strategies for Preschoolers
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Behavioral Strategies Behavioral Strategies for Preschoolers for Preschoolers
Behavioral Strategies Behavioral Strategies for Preschoolers for Preschoolers
Shaana Berman, Ed.D.Shaana Berman, Ed.D.Program Specialist Program Specialist
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Agenda• Introductions • Behaviorism and Applied Behavioral Analysis • Behavior ABCs• Functions of Behavior• Teaching Alternative Behaviors • Effective Instructions and Reinforcement• The Home Environment• Dos and Don’ts• Final Thoughts
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Training Objectives• Analyze your child’s behavior in terms
of the A-B-C Model• Identify common functions of behavior• Identify alternative replacement
behaviors• Learn strategies for the home setting
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Why is My Child Doing That?!
• What are some behaviors you are dealing with in the home or community settings?
• How do we address behavior change?
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Behaviorism • Everything (e.g., ., thinking,
feeling, doing), is a behavior• All behaviors are learned• Behaviors, both adaptive and
maladaptive, are maintained by reinforcement
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Origins of Behaviorism • Classical Conditioning (Pavlov)
– Showed a conditioned behavior can occur in response to a previously neutral stimulus or antecedent
• Operant Conditioning (Skinner)– Showed that consequences can
mediate the occurrence or form of a behavior
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Applied Behavioral Analysis
• A scientific approach that uses the principles of behavior to promote socially significant behavior change.
• ABA focuses on the A-B-C model
A-B-C
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Behavior ABCs• A=Antecedent: what occurs right before the
behavior; the instruction, can also be environmental or a physiological state (e.g., hunger).
• B=Behavior: the learner’s response to the antecedent (can be considered as Correct, Incorrect, or a Non-Response)
• C=Consequence: what occurs immediately after the learner responds (e.g., reinforcement, feedback, planned ignoring)
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Important Terms • Positive Reinforcement: Presentation of
a desirable stimulus that increases a behavior (e.g., attention, praise, edible/candy, access to preferred toy)
• Negative Reinforcement: removal of an aversive stimulus that increases a behavior (e.g, the pain of a headache is removed by taking an aspirin
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Important Terms • Extinction: Planned ignoring…not of the
child, but of the undesirable behavior! • Prompting: Adding a cue to make the
target behavior more likely to occur (e.g., visual, modeling, verbal cue)
• Shaping: reinforcing successive approximations of a target behavior (e.g.,
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Your Task Should you Choose to Accept It:
Become a Behavior Detective:• Break down behaviors into
– A=what was occurring right before the behavior?
– B=what is the child doing? Be objective!
– C=what did you do in response to the behavior?
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ABC ExamplesAntecedent Behavior ConsequenceHungry Cry Get bottle Late for work Speed Get ticketSee cookie Say “cookie” Get cookieSee toy Hit sibling Get toyMother leaves Cry/tantrum Mother returnsMother leaves Cry/tantrum Mother gone
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Group Exercise • Break into groups of 2-3• Read the following scenarios• Identify A, B and C • Be prepared to share your
responses!
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What Next?• We have analyzed the ABCs, now
we must figure out the WHY.• All behavior has a function or
purpose
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Functions of Behavior• Why is My Child Doing That?!
– Ask Yourself: What function does this behavior serve?
– What needs is my child trying to meet by using this behavior?
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Common Functions of Behavior
• Obtain something (e.g., attention, toy, food, sensory etc.)
• Escape/Avoid something (e.g., a person, place, activity, etc.)
• Communication
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When a Child Has Special Needs
• Lack of ability to communicate may lead to frustration and tantrums or aggression
• Self-Stimulatory Behaviors serve a reinforcing function (you can set limits on and shape these)
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Identifying Functions• Whenever his mother calls, “bath
time!” Johnny begins screaming, crying, and hiding under the bed.
• Ella repetitively lines up her toy bears on the floor
• Ryan hits his little brother for taking his toy
*Can you identify these functions?
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Teaching Alternative Behavior
• Once we have identified the function of an undesirable behavior, we must identify an appropriate alternative
• Alternative replacement behaviors MUST match the FUNCTION of the original behavior!
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Alternative Behaviors Behavior Function
AlternativeHit sibling Communicate Use WordsJump on bed Sensory input TrampolineCrying Avoid Activity Request
BreakRob Bank Get Money Get a Job
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Exercise: Identifying Alternative Behaviors
• Break in groups of 2-3 • Discuss your child’s primary behaviors• Determine a behavior you want to change• Identify the Behavior• Identify the Function• Identify an Appropriate Alternative• Be prepared to share your responses
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Manipulating A and C• Once you determine the function of a
behavior, you can implement proactive and reactive strategies.
• Proactive Strategies: Manipulating the antecedent to promote behavior change
• Reactive Strategies: Manipulating the consequence to promote behavior change
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Practical Application • Giving an Effective Instruction• Using Reinforcement Effectively • Engineering the Home
Environment• Key Phrases • Dos and Don'ts
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Effective Instructions• Get on eye level• Ensure child is paying attention• Use simple words and gestures• Do not power struggle • Ask yourself: Does my child
understand what I am saying?• Be consistent!
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Consistency• All adults should be on the same
page • If you say it, Do It!• Never give an instruction you can’t
follow through on
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Using Reinforcement Effectively
• Is the child motivated to comply?• Contract for reinforcement (e.g.,
give choices, ask what working for)
• Reinforcement for young children must be immediate…they cannot delay gratification
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Using Reinforcement Effectively
• Vary it!• Reinforce contingently • Give tangibles when appropriate• Connect behaviors to outcomes
specifically (“I like how you tried a new food at dinner! You earned your star!”)
• *See handout: Token Economies
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Engineering the Home Environment
• Clean• Organized• Use Visuals (e.g., star chart)• Enough Space• Family Rules• Routines *See Handout: Environmental Checklist
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Key Phrases • First…then…• I’ll wait until you are ready• That’s not ok• Try Again• What are you working for?• You may do it yourself or I can
help you
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Dos and Don’ts• Do:
– Know your child!– Give choices – Allow Contracting– Establish contingency (If…then…)
• Don’t: – Power Struggle– Use punishment– Fail to follow through– Fail to reward contingent on desirable behavior*See handout: Nanny 911 Commandments
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Final Thoughts…“If a child can’t learn the way we
teach, maybe we should teach them the way they learn…”
-Ignacio Estrada