Practical Behavior Management

Practical Behavior Practical Behavior Management:Management:Classroom & Classroom & Parent-based Parent-based ProceduresProcedures

SheridanSheridan

Ed Psy 896Ed Psy 896

February 17-24, February 17-24, 19991999

Characteristics of Characteristics of Behavioral Disorders Behavioral Disorders

(“Tough Kids”)(“Tough Kids”) ArgumentativeArgumentative DefiantDefiant AggressiveAggressive Tantrum behaviorsTantrum behaviors Rule breaking behaviorsRule breaking behaviors

The problem with these behaviorsThe problem with these behaviorsis one of degree; they are is one of degree; they are behavioral excessesbehavioral excesses

King pin behaviorsKing pin behaviors (see Rhode, (see Rhode, Jenson, & Reavis):Jenson, & Reavis):something that is central to the something that is central to the

behavioral constellationbehavioral constellation““the axle around which the other the axle around which the other

behavioral excesses revolve”behavioral excesses revolve”

For children with BD, what is the For children with BD, what is the “kingpin?”“kingpin?”

Characteristics of Characteristics of Behavioral Disorders Behavioral Disorders

(“Tough Kids”)(“Tough Kids”)

King Pin Behavior:King Pin Behavior:NoncomplianceNoncompliance

Defined asDefined as:: Not following a direction within a Not following a direction within a

reasonable time framereasonable time frame According to Rhode et al., arguing, tantrums, According to Rhode et al., arguing, tantrums,

etc. are secondary to avoiding requests or etc. are secondary to avoiding requests or required tasksrequired tasks Arguing or tantrums get the adult to Arguing or tantrums get the adult to

rescind or withdraw the request >>> rescind or withdraw the request >>> arguing, tantrum stopsarguing, tantrum stops

Coercive cycleCoercive cycle: An aversive behavior : An aversive behavior forces/controls the adult to withdraw a forces/controls the adult to withdraw a requestrequest

Coercive Hypothesis Coercive Hypothesis (Patterson)(Patterson)

Postulates that children learn to “get their own way” Postulates that children learn to “get their own way” and escape or avoid parental criticism by escalating and escape or avoid parental criticism by escalating their negative behaviors, which in turn leads to their negative behaviors, which in turn leads to increasingly aversive parent interactionsincreasingly aversive parent interactions

As this continues over time, the rate and intensity of As this continues over time, the rate and intensity of parent and child aggressive behaviors are increasedparent and child aggressive behaviors are increased

Coercive patterns are thought to promote children’s Coercive patterns are thought to promote children’s antisocial behavioral development because they antisocial behavioral development because they provide provide reinforcement for oppositional, noncompliant reinforcement for oppositional, noncompliant

behaviors, andbehaviors, and models of hostile and punitive interpersonal stylesmodels of hostile and punitive interpersonal styles

Contrast this to...

NoncomplianceNoncompliance Most students comply to approximately 80% of adult Most students comply to approximately 80% of adult

requestsrequests Tough kids comply to 40% or lessTough kids comply to 40% or less By-product of coercive cycle/noncompliance:By-product of coercive cycle/noncompliance:

deficits in academic achievement, social skills, deficits in academic achievement, social skills, and self-managementand self-management

Discussion QuestionsDiscussion Questions:: How does this relate to your work as consultants?How does this relate to your work as consultants? What does this suggest regarding target What does this suggest regarding target

behaviors?behaviors? How can noncompliance be defined & measured?How can noncompliance be defined & measured?

Positive ParentingPositive Parenting Parenting styles that are responsive, Parenting styles that are responsive,

affectionate, and proactive (“positive affectionate, and proactive (“positive involvement”)involvement”) associated with lower levels of externalizing behavior associated with lower levels of externalizing behavior

problems (see Pettit, Bates, & Dodge, 1993)problems (see Pettit, Bates, & Dodge, 1993) Includes Includes

proactive teachingproactive teaching (noncontrolling parent-initiated (noncontrolling parent-initiated instructional exchanges and anticipatory guidance via instructional exchanges and anticipatory guidance via these exchanges)these exchanges)

affectionate positivityaffectionate positivity (emotional warmth) (emotional warmth) inductive controlinductive control (reasoning and respecting the (reasoning and respecting the

child’s point of view in disciplinary encounters)child’s point of view in disciplinary encounters) responsivenessresponsiveness (sensitivity and appropriateness of (sensitivity and appropriateness of

parental actions)parental actions)

Positive ParentingPositive Parenting Provides a Provides a contextcontext

in which children’s social-emotional needs are met in in which children’s social-emotional needs are met in emotionally supportive waysemotionally supportive ways

whereby opportunities for misbehavior are minimized whereby opportunities for misbehavior are minimized (via environmental engineering) and opportunities for (via environmental engineering) and opportunities for compliance are maximized (via well-timed, situation-compliance are maximized (via well-timed, situation-specific control)specific control)

that facilitates the learning of social skills that can be that facilitates the learning of social skills that can be employed during peer interactions to prevent conflicts; employed during peer interactions to prevent conflicts; andand

that facilitates the development of harmonious, that facilitates the development of harmonious, affectively positive bond between parent and child, such affectively positive bond between parent and child, such that when control (discipline) is used by a parent, it is that when control (discipline) is used by a parent, it is more effectivemore effective

Negative-Coercive vs. Negative-Coercive vs. Positive-Proactive StylesPositive-Proactive Styles

Findings of Pettit et al. suggest thatFindings of Pettit et al. suggest that the parenting constellation of high negative control and low the parenting constellation of high negative control and low

parent involvement may provide a socializing context for parent involvement may provide a socializing context for the development of externalizing problemsthe development of externalizing problems

absence of positive parenting may contribute to the onset absence of positive parenting may contribute to the onset of externalizing problems, but it does not forecast of externalizing problems, but it does not forecast subsequent increases in these behaviorssubsequent increases in these behaviors

negative-coercive control, on the other hand, predicted negative-coercive control, on the other hand, predicted initially high levels of externalizing problems, and initially high levels of externalizing problems, and continued increases in problems over timecontinued increases in problems over time

teachers’ and peers’ reactions help maintain or exacerbate teachers’ and peers’ reactions help maintain or exacerbate externalizing problems such that children reared in externalizing problems such that children reared in coercive homes may become tracked into a pattern of coercive homes may become tracked into a pattern of increasingly aggressive interpersonal encounters at schoolincreasingly aggressive interpersonal encounters at school

Implications suggested by Pettit et al:Implications suggested by Pettit et al: Control episodes make up only a minority of Control episodes make up only a minority of

all parent-child interactionsall parent-child interactions It may be insufficient simply to help parents It may be insufficient simply to help parents

learn how to better control their children’s learn how to better control their children’s behaviorbehavior

Parents must acquire more proactive skills Parents must acquire more proactive skills and learn to anticipate their childrens’ social and learn to anticipate their childrens’ social needs, to understand their frustrations, and needs, to understand their frustrations, and to engage them in more enjoyable joint playto engage them in more enjoyable joint play

Negative-Coercive vs. Negative-Coercive vs. Positive-Proactive StylesPositive-Proactive Styles

Practical Strategies for Practical Strategies for Dealing with Dealing with

NoncomplianceNoncomplianceMaximize the chance that Maximize the chance that children will be successfulchildren will be successful::

Be Be positivepositive and proactive and proactivePrevent noncompliance Prevent noncompliance

whenever possiblewhenever possibleBe very clear about Be very clear about

expectationsexpectations

Proactive (Antecedent) Proactive (Antecedent) StrategiesStrategies

Classroom & Home RulesClassroom & Home Rules

Characteristics of Characteristics of Good Rules:Good Rules: Keep them to a minimumKeep them to a minimum Keep the wording simpleKeep the wording simple Represent basic expectationsRepresent basic expectations Keep the wording positiveKeep the wording positive Make rules specificMake rules specific Make them observable & measurableMake them observable & measurable Post the rules in a public placePost the rules in a public place Tie rules to consequencesTie rules to consequences Always include a compliance ruleAlways include a compliance rule

What are Some Examples What are Some Examples of Goodof Good

Classroom Rules??Classroom Rules??

What are Some Examples What are Some Examples of Goodof Good

Household/Home Rules??Household/Home Rules??

Increase Academic Engaged (Learning) TimeIncrease Academic Engaged (Learning) Time Three basic components:Three basic components:

the the percentage of the day scheduledpercentage of the day scheduled for for academics (should be at least 70%)academics (should be at least 70%)

on-task timeon-task time of the student (should be at least of the student (should be at least 85%)85%)

success of the studentsuccess of the student once (s)he is academically once (s)he is academically engaged (should be at least 80%)engaged (should be at least 80%)

Why is ALT important, especially for “Tough Kids”?Why is ALT important, especially for “Tough Kids”? How can ALT be identified and incorporated into How can ALT be identified and incorporated into

CBC?CBC?

Proactive Proactive (Antecedent)(Antecedent) StrategiesStrategies

Structure the Physical SpaceStructure the Physical Space Seating arrangementsSeating arrangements Examples?Examples?

Use Proximity ControlUse Proximity Control Anticipate problemsAnticipate problems The “wandering reinforcer”The “wandering reinforcer” Examples?Examples?

Motivation and EncouragementMotivation and Encouragement Tell them what you want, what will happen, and Tell them what you want, what will happen, and

give them immediate positive feedback when you give them immediate positive feedback when you get itget it

Examples?Examples?

Proactive (Antecedent) Proactive (Antecedent) StrategiesStrategies

Proactive Proactive (Antecedent) (Antecedent)

StrategiesStrategiesHypeHype Make a big deal out of desired behaviors Make a big deal out of desired behaviors

and anticipated reinforcersand anticipated reinforcers Examples?Examples?

Pre-correction StrategiesPre-correction Strategies Anticipate problem situations and provide Anticipate problem situations and provide

instructions for behavior; link to anticipated instructions for behavior; link to anticipated reinforcers and reward immediatelyreinforcers and reward immediately

Examples?Examples?

Proactive Proactive (Antecedent) (Antecedent)

StrategiesStrategiesDiscussion Questions:Discussion Questions:

How does the information presented in How does the information presented in “The Tough Kid Book” relate to the “The Tough Kid Book” relate to the TIES materials?TIES materials?

What does Gettinger say about What does Gettinger say about proactive classroom procedures? proactive classroom procedures? What examples does she provide?What examples does she provide?

How can these be assessed and How can these be assessed and incorporated into consultation?incorporated into consultation?

Increasing Compliance:Increasing Compliance:Rules of ThumbRules of Thumb

Use a statement, rather than a question Use a statement, rather than a question Use proximity -- get close to child (within 3 feet) Use proximity -- get close to child (within 3 feet)

when giving a directivewhen giving a directive Use a quiet, calm voiceUse a quiet, calm voice Use eye contact -- look ‘em in the eyesUse eye contact -- look ‘em in the eyes Give the child time to comply (5-10 secs)Give the child time to comply (5-10 secs) Issue a command only twice, then follow through Issue a command only twice, then follow through

with a consequencewith a consequence Make one request at a timeMake one request at a time Describe the behavior you wantDescribe the behavior you want Remain calmRemain calm Make more “start” (“do”) requests than “stop” Make more “start” (“do”) requests than “stop”

requestsrequests Verbally reinforce complianceVerbally reinforce compliance

Practical Uses of Practical Uses of Positive Positive

ReinforcementReinforcementConsider important principles concerning Consider important principles concerning schedules of reinforcement:schedules of reinforcement: Continuous R+Continuous R+ --- reinforcing each --- reinforcing each

occurrence of a desired behavior has what occurrence of a desired behavior has what effect?effect?

Variable R+Variable R+ --- reinforcing every other, or --- reinforcing every other, or every third (etc.) occurrence of a desired every third (etc.) occurrence of a desired behavior has what effect?behavior has what effect?

Intermittent R+Intermittent R+ --- reinforcing occurrences --- reinforcing occurrences on a random schedule has what effect?on a random schedule has what effect?

When behaviors do not increase in relation to When behaviors do not increase in relation to contingent delivery of assumed reinforcers, contingent delivery of assumed reinforcers, reinforcement has not occurredreinforcement has not occurred

What are some possible reasons that a reinforcement What are some possible reasons that a reinforcement program may be ineffective?program may be ineffective?

What was provided was not reinforcing to the childWhat was provided was not reinforcing to the child Lack of integrity (e.g., noncontingent delivery; Lack of integrity (e.g., noncontingent delivery;

inconsistent use)inconsistent use) How can consultants increase the efficacy of positive How can consultants increase the efficacy of positive

reinforcement? What systems can be used to reinforcement? What systems can be used to increase the reinforcing nature of the reinforcers, and increase the reinforcing nature of the reinforcers, and the integrity of delivery?the integrity of delivery?


ReinforcementReinforcement

IFEED-AV RulesIFEED-AV Rules::ImmediateImmediate

FrequentFrequent

EnthusiasticEnthusiastic

Eye contactEye contact

DescriptiveDescriptive

AnticipationAnticipation

VarietyVariety



Shaping (“Baby Steps”)Shaping (“Baby Steps”) When child does not have the requisite skill When child does not have the requisite skill

to perform a target behavior (e.g., to perform a target behavior (e.g., completing homework or chores), completing homework or chores), “shaping” the behavior is appropriate“shaping” the behavior is appropriate

Start where the child is now!Start where the child is now! Break the task down into small steps and Break the task down into small steps and

reinforce each step upon appropriate reinforce each step upon appropriate completioncompletion

Examples at home and school??Examples at home and school??



Selective (Differential) AttentionSelective (Differential) Attention Remember that attention increases the behavior it Remember that attention increases the behavior it

follows!!follows!! So… attention to negative behaviors, particularly So… attention to negative behaviors, particularly

to the exclusion of attention to positive to the exclusion of attention to positive behaviors, will increase the negative behaviors…behaviors, will increase the negative behaviors…

Examples and Implications??Examples and Implications?? Emphasize the importance of reinforcing desired Emphasize the importance of reinforcing desired

behavior! behavior! (Differentially attending to, or reinforcing, (Differentially attending to, or reinforcing, desired behaviors!)desired behaviors!)



Selective (Differential) AttentionSelective (Differential) Attention Entails the reinforcement of alternative Entails the reinforcement of alternative

behaviors that are incompatible with the behaviors that are incompatible with the inappropriate behaviorinappropriate behavior To use, always reinforce positive behaviors, To use, always reinforce positive behaviors,

particularly those that occur in place of or particularly those that occur in place of or are incompatible with, undesired behaviorsare incompatible with, undesired behaviors

If target is noncompliance, “Sure I Will!” is If target is noncompliance, “Sure I Will!” is incompatible (incompatible (see pp. 80-83; Rhode et al.)see pp. 80-83; Rhode et al.)

Other examples??Other examples??



Selective (Differential) AttentionSelective (Differential) Attention Also requires Also requires IgnoringIgnoring

inappropriate, undesirable behavior(s)inappropriate, undesirable behavior(s) Consistency is the key!Consistency is the key! Expect an extinction burstExpect an extinction burst

• examples?examples? Reward at least 5 times for every ignoreReward at least 5 times for every ignore

• examples?examples?



Unique & Practical Systems of Unique & Practical Systems of ReinforcementReinforcement::

Mystery MotivatorsMystery MotivatorsSpinnersSpinners

Chart movesChart movesLotteriesLotteries

Grab bagsGrab bagsIn general, these increase the “incentive power” In general, these increase the “incentive power”

by enhancing anticipation, variety, intermittent by enhancing anticipation, variety, intermittent schedule of reinforcementschedule of reinforcement



Other SystemsOther Systems::

Public Posting Public Posting (Advertising for Success)(Advertising for Success)

Contracting/Goal Setting Contracting/Goal Setting (very useful in BC)(very useful in BC)

Home-Notes Home-Notes (extremely useful in CBC)(extremely useful in CBC)

Self-Management/Beeper Tapes Self-Management/Beeper Tapes (always (always

useful)useful)



Enhancing the Use of Incentive Systems:Enhancing the Use of Incentive Systems: Limit target behaviors to 3 or 4Limit target behaviors to 3 or 4 Start where you areStart where you are Use back up reinforcers for noncomplianceUse back up reinforcers for noncompliance Consider reinforcer sampling (“taste success”)Consider reinforcer sampling (“taste success”) Explain the system; allow the child’s inputExplain the system; allow the child’s input Be consistentBe consistent Remember the IFEED-AV rulesRemember the IFEED-AV rules Emphasize the good; positively reinforce Emphasize the good; positively reinforce

efforts toward the final goal (shaping)efforts toward the final goal (shaping)



Enhancing the Use of Incentive Systems:Enhancing the Use of Incentive Systems: Build in fading reinforcers by pairing with Build in fading reinforcers by pairing with

praise, natural reinforcers, behavioral praise, natural reinforcers, behavioral “traps”“traps”

Vary the rewards; use a reinforcement Vary the rewards; use a reinforcement menu, consider using high frequency menu, consider using high frequency behaviors as reinforcers behaviors as reinforcers

Fine tune the program as necessary; Fine tune the program as necessary; remain in contact with consultees remain in contact with consultees throughout plan implementation!throughout plan implementation!



What to Do If (When) What to Do If (When) They Don’t ComplyThey Don’t Comply

Plan consequences in advancePlan consequences in advance Remember that consequences can be Remember that consequences can be

positive too (always positively positive too (always positively reinforce compliance)reinforce compliance)

Effective consequences are well-Effective consequences are well-designed, realistic, objective, and have designed, realistic, objective, and have time limits & reasonable expectations time limits & reasonable expectations (see p. 63) (see p. 63)

Use precision requestsUse precision requests

* see p. 62 ofRhode et al. (1992)

Precision Requests

Other procedures:Other procedures: response costresponse cost time outtime out

Considerations when using aversive techniques:Considerations when using aversive techniques: learn them well; ensure consultees know how to learn them well; ensure consultees know how to

use them appropriatelyuse them appropriately use secondarily to positive proceduresuse secondarily to positive procedures make efforts to keep student engaged in classroom make efforts to keep student engaged in classroom

or academic activities whenever possible (e.g., or academic activities whenever possible (e.g., “Bumpy Bunny Time Out;” “Sit and Watch Time “Bumpy Bunny Time Out;” “Sit and Watch Time Out;” “Interclass Time Out”)Out;” “Interclass Time Out”)

What to Do If (When) What to Do If (When) They Don’t ComplyThey Don’t Comply

Practical Behavior Management

Education

Transcript of Practical Behavior Management