Scott Traynor M.A., BCBA

Senior Behavior Analyst

Agency for Persons with Disabilities

Behavior- A Process Not A Goal

Rationale – “Why are some behaviors so difficult to stop?”

Basic Behavior ConceptsInappropriate Behaviors (4 main reasons why

they occur-function)Prevention Strategies

Antecedents- Before Behavior OccursConsequences – After Behavior OccursOther Concepts

Pick your battlesAvoid Power Struggles

Components of Discussion

Why are some behaviors so difficult to stop?Individuals we provide services for/care for:

Can have dangerous behavior (aggression, SIB, property damage)

Can cause damage to the person, others, or property.Can escalate quickly

We often do not have the supports in the environment to manage the most severe behaviors.Child at home with only 1 parent or caregiverGroup home with only 1 staff on shiftSometimes lack of knowledge of what to do

Rationale

“Typical” individual vs. individual with a diagnosed disability – natural reaction is not always best!

Example: A 12 year old child diagnosed with autism bangs his head on the floor. Naturally caring responses might include:“What’s wrong? Sit down and tell me what’s

bothering you.”“Okay, if it is going to upset you that much, we will

wait until later to brush your teeth.”“Do you want something to eat? Drink? You want this

toy? Okay…that is what you wanted.”More on these later…. And why each may encourage

the behavior to happen in the future.

Rationale (con’t)

Applied Behavior Analysis has historically shown through research and applications to be one of the most effective interventions for changing behaviors.

The science is based on:Objective rather than subjective terms

(e.g. angry vs. shouted 3 times at peer)Decisions based on precise measurement

(graphs, data collection) not verbal reportsIndividuals behave because it has been shaped

by their reinforcement history

Basic Behavior Analysis

Behavior can be improved by changing the environmental contingencies (more on this later)People respond to their environmentPeople engage in inappropriate behaviors because they

have not learned more appropriate ways to meet their needs.

People behave in certain way to get things because it is the least effortful compared to other means.

People will stop doing behaviors that are not reinforced.Everyone comes to us with diagnoses, but:

That alone is never used as an explanation for behavior (e.g. That person is jumping around because they have ADHD)

Doing this prevents a more complete explanation.

Basic Behavior Analysis

Change the following subjective behavior terms to more objective data:

1. Johnny was sad today. 2. Julie was tired. 3. Sally was just not herself today.4. Billy cried today because he is diagnosed

with depression.5. Bob has been on edge since he moved.

Pop Quiz

Antecedent Behavior Consequence

At playground with 5 other peers. A peer asked him to share his ball.

Hit peer in the head with the ball.

Peer went away running and crying.

Staff asked her to wipe the table after dinner

Banged herself in the head with hand 5 times.

Sent to room to calm down.

5 peers were happy and yelling in the living room, increasing noise level.

Covered ears and screamed x 1 and knocked over TV.

TV was shut off and peers went to their rooms.

• We can look at

what happens

before the

behavior of

concern and

what happens

after to

determine why

the behavior is

occurring.

•These behaviors

are all reinforced

and will

continue.

ABC Analysis

Rule out Medical Explanations (e.g. head banging due to earache)

1. Attention Seeking Behavior (can be positive or negative attention)

Person engages in a behavior because it has been reinforced in the past with attention (reprimands, visual signs of distress, “counseling” sessions, etc.)

Easy to reinforce this behavior accidentally.

2. Escape Maintained Behavior Person engages in a behavior because it has been

reinforced in the past with being able to escape or avoid an unpleasant situation.

Functions of Behavior

3. Tangible Function Person engages in a behavior because in the

past it resulted in access to an object or activity.

“Daddy, I want candy…..Wah!!!!”

4. Sensory Function Person engages in a behavior not because of

what others have done in the past in the environment but simply because it provides sensory input to one of their five senses.

Kids spin because it makes them dizzy.

Functions of Behavior

Not important what the behavior looks like but “why” the person is doing it. (what is the person gaining from the behavior)

Some behaviors can have more than one function.Johnny bangs on the desk in class because it

makes his friends laugh (attention seeking) but also because it delays the math work he does not like (escape maintained).

Functions of Behavior

Give the most likely function based on the following information you received from taking ABC data.

1. You observe Billy in the group home. Every time that someone sits too close to him, he tries to hit the person. His housemates learn to sit away from him.

2. Johnny flaps his hands quickly in front of his face. When this happens, staff are concerned and provide him a small snack or drink. When they do this, the hand-flapping stops.

Group Exercise

Sally is very vulgar with her comments towards staff and will cuss, say mean phrases, etc. Peers and staff are visibly shaken. When she does this, staff attempt to sit down with Sally and explain the rules of the house and how important it is to treat her peers with respect.

Jane enjoys sitting in her room by herself and rocking. Staff give her direction constantly to come out and join the group but she does not typically comply. It’s like she doesn’t care.

Group Exercise (con't)

This has been proved in research to be more effective than manipulating consequences.

Engagement (idle hands are the devil’s workshop)Depending on the environment, it might be:

Mom doing a craft with a childA group home staff facilitating a board game night.2 peers talking about their weekend.

Sometimes it can be (somewhat less social):A teenager listening to her headphones.A child doing a word find puzzle in his room.

AvoidIndividual just sitting there.Activities that are easiest rather than most preferred by

the individual.

Prevention Strategies (Antecedents)

Engagement Does A Number of ThingsYou catch them doing something right to praiseAttention is being provided to the right behaviors

not the wrong ones (more on attention seeking behavior later)

They are hopefully learning new skillsWhen individuals have inappropriate behaviors:

It is not the most fun activity happening in the house.Individual hopefully will feel that they are missing out

on the fun activities.

Be creative – (team building activities, magazine scavenger hunt, fixing things, meal planning and cooking, etc.)

Prevention Strategies (Antecedents)

Attention Can be PraiseCan be InteractionCan be Engagement

Praise and Simple Interaction“I see you are helping with the cooking. Great!”“You are quite the helper”“Who’s winning the game?”

Directions and Redirections (should limit these)“Don’t forget to wash up before dinner”“Go sit over there please”“I told you to leave him alone!”

Prevention Strategies (Attention)

Ratio of Praise to Directions (10:1)“Oh, he is being good over there by himself. Don’t

bother him”If someone craves attention, they will learn that

attention comes from inappropriate behaviors to get redirection

Using consumer’s name for praiseWe often say someone’s name when we are giving a

direction or reprimand.When we praise, we tend not to use the person’s

name.This essentially punishes responding to name

because it is typically followed by a reprimand.

Prevention Strategies (Attention)

Providing choice can help soften “directions”“Johnny, you need to take a shower and set the table. Which

one would you rather do first?”“Billy, would you like to start helping with dinner now or

when your TV show is over?”Can also use during an intervention for inappropriate

behavior.“Johnny, you can choose to stay here and continue to calm

down or we can finish your chores. Which would you rather do?”

Gives individuals a sense of powerAvoids power struggles and argumentsSelf-Esteem BuildingGreat for ODD diagnosis

Prevention Strategies (Choice Procedures)

You can help the consumer to be compliant by phrasing directions appropriately.

Not so good“Sally, go make your bed like you are supposed to!”“You are not allowed in the backyard after dark”“You have to listen to me and take a shower like I said”

Better“Sally, can you go make your bed and then we can play

a game”“Remember, that after dark we need to find something

inside to do. Would you like to help me _____”

Prevention Strategies (Phrasing)

Establish yourself as a reinforcer Build rapport through:

Engagement Respect Understanding Praise, praise, praise

Your disapproval and ignoring during inappropriate behaviors are going to be that much more effective if you are a reinforcer during the appropriate times. (think about it)

Prevention Strategies (Antecedents)

To address any behavior function(s), we want to: Reduce or eliminate the inappropriate behavior

by not reinforcing it, ANDTeach a more socially appropriate replacement

behavior that gets the same reinforcer (based on function).

Replacement Behavior s Are Key!!

So, let’s come up with what we can do for each scenario.You observe Billy in the group home. Every time that

someone sits too close to him, he tries to hit the person. His housemates learn to sit away from him.Replacement Behavior? Teach him to say “move please”

Johnny flaps his hands quickly in front of his face. When this happens, staff are concerned and provide him a small snack or drink. When they do this, the hand-flapping stops.Replacement Behavior?Teach him to communicate when he wants a preferred itemDo not provide things while he is hand flapping.

Group Exercise

Sally is very vulgar with her comments towards staff and will cuss, say mean phrases, etc. Peers and staff are visibly shaken. When she does this, staff attempt to sit down with Sally and explain the rules of the house and how important it is to treat her peers with respect.Replacement Behavior?Teach her to ask for attention from staff and

peers.Have her earn talk times for not using foul

language.Ignore inappropriate comments.

Group Exercise

Jane enjoys sitting in her room by herself and rocking. Staff give her direction constantly to come out and join the group but she does not typically comply. It’s like she doesn’t care.Replacement Behavior?Teach a more socially appropriate alternative

sensory activityRocking ChairBall to Bounce onHave her do this around others to encourage

socialization or Schedule times that she is allowed to do it in room.

Group Exercise

ImmediateConsequences have the most impact when they immediately

follow either an appropriate or inappropriate behavior.Avoid long delays- “Just wait till your father gets home” is

usually not effective.Planned Ignoring (works well for attention seeking behavior)

Say once at most that you are ignoringAvoid eye contactNo reprimands or lecturesContinue with what you were doingAfter a brief period of time (individualized) goes by and the

individual is being positive again, provide praise and move on.Do not talk about the negative behavior- it is forgotten.

Consequences

Higher Functioning IndividualsToken Economies (earn checkers, stickers, etc.

to turn in for big reinforcers for doing appropriate and not doing inappropriate)More difficult than it seemsError on side of consumer earning most of the

time, otherwise they will give up on it.Specific on what they need to do.Combine with praise, visual checklist, etc. (big

production)Do not take away points earned (fines) or it is a

response cost that needs LRC approval and behavior plan.

Consequences

Higher Functioning Consumers can do their own recording and monitoringJournalingRecording their own data (provide extra reinforcement

for honesty)- you are also recording their behavior.Self-checklistFeelings ChartBehavior Contract

Reinforcement Programs do not have to be expensive!Think free activitiesThink privilegesThink choices

Self Management

Name some activities that you can use for a reinforcement program that cost no extra money.Earn later bed time.Go to the park, beach, free museums etc.Choice of favorite dinnerChoice of what is watched on TV1:1 time with favorite staff“Promotion” to a mock group home job title

with certain privileges.Music swapPlan a fun tournament (cards or board games)

Group Activities

Pick your battlesDon’t worry about the little stuffExamples

Making a big deal to say please and thank you for someone who hits his peers when he is too close.

A big goal to stop a consumer from biting their nails when they bang their head so hard, they need medical attention sometimes.

Avoid Power Struggles“I am the boss and you need to do what I say!”Ask yourself, “Is this truly important or is the

consumer just getting under my skin?”

Other Concepts

“What’s wrong? Sit down and tell me what’s bothering you.” May reinforce attention seeking behavior. Wait until

they are being good to do “counseling”.“Okay, if it is going to upset you that much, we

will wait until later to brush your teeth.”May reinforce escape maintained behavior. Keep

them in task if possible even if just have them do the smallest task before “escaping”.

“Do you want something to eat? Drink? You want this toy? Okay…that is what you wanted.”May reinforce tangible maintained behavior. Need to

teach them communication to ask for preferred items.

Revisit Our Example

Questions?