What is Behavior?

Benjamin R. Thomas, M.A., BCBADouglass Developmental Disabilities Center

Rutgers, The State University of New Jersey

Behavior• Behavior is anything people:

Do or Say

Behavior• Behavior is:

• Verbal: communicates with another person

• Nonverbal: interacts with environment only

Appropriate Behaviors• Communication (asking for wants/needs)• Play and leisure skills• Social behaviors with family and friends• Following directions/listening• Etc.

Challenging Behaviors

• Looking away, non-responding, non-compliance• Self-stimulatory (rocking, mouthing objects,

etc.)• Falling to the floor, running from adults• Climbing on tables, counters, bookcases, etc.• Screaming, yelling, crying, loud noises, etc.• Hitting, biting, kicking others• Self-injurious behaviors• Refusal to eat

Applied Behavior Analysis (ABA)

• The three-term contingency (ABC analysis)

Antecedent Behavior Consequence

Child wants juice Says “Juice” Parent gives child

juice

Antecedent Behavior Consequence

Child doesn’t want Runs from adults Delays taking a bath to take a bath and gets chased

What Causes Behaviors?

1. Recognize the cues for the behavior (antecedent)

– Where and when a behavior is likely to occur

2. Recognize the events that follow a behavior (consequence)• What happens immediately after a behavior occurs?

What is Reinforcement?

• Reinforcement is a consequence (follows a behavior)• Reinforcement is anything that increases a behavior

• Reinforcement can be getting good things (e.g., attention, toys, food) – positive reinforcement

• Reinforcement can be delaying or making things go away (e.g., demands, bedtime, noisy toys)

-negative reinforcement

Activity

Both appropriate and challenging behaviors are strengthened by reinforcement

What Consequences are reinforcing?

•Attention, reaction, reprimands, etc.•Access to items/activities/food•May help someone avoid/escape

undesirable situations•May be used to liven up a non-

stimulating environment (bored= self-stimulatory behaviors)

*Many behaviors are reinforced naturally/unplanned (i.e., inadvertently)

What Causes challenging Behaviors?

• Your child may not have the appropriate skills to achieve the same consequence (i.e., Expressive language)• May be more fun than appropriate behaviors

Identifying causes of behaviorsABC Analysis• Antecedent• When is the behavior most/least likely to occur?

Specific cues (people, words, situations, absence of something they like/presence of something they don’t like)?

• Behavior- what does your child do/say?• Consequence (reinforcer)• What typically follows a challenging behavior? Does

your child get something? Does something go away?

Changing BehaviorsTeaching Appropriate Behaviors

• First identify the cause and frequency of the behavior• Reinforcers are your behavior change tools: Identify and

control them• Three parts to the intervention• Prevention/change cues (antecedent intervention) • Teach and reinforce (appropriate) replacement behaviors• Change the consequence after the problem behavior

(reduce challenging behavior)(Mark Sundberg, Ph.D.,

BCBA)

Escape Behaviors• Why won’t your child do it?

• Too hard• Uncomfortable sensory input• No reason to do it (nothing in it for him/her)

• Prevention• Start small- introduce a little bit at a time• Change the task- reduce uncomfortable input (ex. Gloves

for water, headphones)• Appropriate behavior• Teach to say “No,” ask for a “Break,” or a way to make it go

away• Strengthen• Offer incentive for compliance- access to preferred

item/activity • Honor appropriate requests to terminate situation

Behaviors that Get Things• What does your child want?• Prevention• Have items/activities available at all times or regularly

at scheduled times• Appropriate behavior• Teach to ask nicely for what s/he wants (i.e., “juice” to

get juice when thirsty)• Teach waiting, accepting “no”/ “not right now”

• Strengthen• Honor all appropriate requests for things• Ignore challenging behaviors (inappropriate requests)

that get things

Behaviors that Get Attention

• How does s/he want you to pay attention?• Prevention• Pay attention regularly/on a schedule- use a timer to

remember• Enrich environment with other fun things to do so you are not

the only source of fun during specific times• Appropriate behavior• Teach to ask nicely (i.e., “Hug, “Pick up,” “play with me”)

• Strengthen• Honor all appropriate requests for things• Ignore challenging behaviors (inappropriate requests) that get

things

Self-stimulatory Behaviors • What kind of feedback/input does your child get from the

behavior?• Prevention• Enrich environment with other fun things s/he enjoys• Structure daily routine to minimize periods without appropriate

activities• Appropriate behavior• Teach play skills, leisure skills- how to do appropriate things that give

similar feedback (*that may also help make friends)• Strengthen• Reinforce absence of behaviors• Provide incentive to play appropriately -(why should they do

something new when they already know an easy way to entertain themselves?)

• Block inappropriate behaviors to the extent possible- the only way to get the sensory input will be the appropriate way

How to use Reinforcementto Reduce challenging Behaviors

• Make sure you really have a reinforcer• Deliver the reinforcer immediately after good behavior• Set up lots of opportunities for good/correct behavior (Don’t just

wait for them)• Use a variety of reinforcers• Deliver some reinforcers free (pairing)• Some kids will require lots of reinforcers per hour (30-50)• Engagement usually is reinforcing!• *Lack of reinforcement for appropriate behavior may increase

challenging behavior

Examples of Reinforcers that Many Children Like• Social/physical reinforcers: attention, smiles, hugs,

praise, funny faces, high fives, tickling, rough housing, chasing clapping hands, praise, a good laugh together, thumbs up, pats on the back, etc.• Activity reinforcers: playing a game, going to the

park, reading a book together, pushes on a swing, riding a bike, wagon rides, swimming, adventures, put up a tent in the yard, watching a DVD, helping cook, etc. • Material reinforcers: food, drink, toys, bubbles,

balloons, crayons, musical toys, playdough, cars, sand play, etc. (Mark Sundberg, Ph.D., BCBA)

Ignoring Bad Behavior: Extinction• Be prepared for an extinction burst• Eye contact is often attention (reinforcement)• Don’t show facial reactions• Don’t argue, scold or talk (attention)• Don’t show anger (attention)• Act absorbed in some other activity, walk away• Give your child attention shortly after the bad

behavior stops

(Mark Sundberg, Ph.D., BCBA)

Ask Nicely!• Appropriate communication is often difficult for people with

ASD• Children who cannot communicate basic needs may have very

frustrating lives• Many children can learn inappropriate ways to request things

or to make things they don’t like go away, like whining to get attention

Ask Nicely!• Teaching the MAND• A mand is a verbal behavior (communication) that specifically

REQUESTS or REJECTS. • Mands are controlled by antecedents and consequences.• The item/activity, attention, or escape is the REINFORCER• Your child is the “SPEAKER” and you are the “LISTENER”/the one

who provides the reinforcer

Antecedent Behavior Consequence Child wants juice Says “Juice” Parent gives child Parent has juice juice

Antecedent Behavior Consequence Child doesn’t want Child screams Delays taking a bath

to take a bath

Ask Nicely!• Appropriate/acceptable ways to Mand• Point to what is wanted• Say the word of what is wanted • Exchange a picture of what is wanted• Use a computer/voice output device (iPad, etc.)• Write the word of what is wanted• Use a gesture (sign language)

• In the presence of what is wanted• When thinking about what is wanted

Ask Nicely!• Teaching appropriate Mands• Determine the best way for your child (words, pictures, sign, etc.)• Set up opportunities for your child to practice• Capture naturally occurring opportunities

Antecedent Behavior Consequence SEE IT SAY IT GET IT!

SEE IT Don’t say it Don’t get it

Ask Nicely!• Teaching appropriate Mands• Motivation to Mand • Deprivation: the amount of time your child has gone without a

reinforcer is a power influence on the mand• Your child will try harder to get the reinforcer• Behaviors related to the reinforcer are likely to be increased (i.e., what has

worked in the past)

Ask Nicely!• Teaching new Mands• Your child may not know the name of what s/he wants• A. When your child shows interest (reach, approach), say the name of

what s/he wants, but don’t give• B. Your child repeats you (or approximates)• C. You give your child what s/he wants

After time/practice, don’t say the word

Ask Nicely!• Teaching new Mands• Your child cannot say the name of what s/he wants:• Accept approximations in the beginning, gradually accept the full word • Match words/sounds they can say with the things they like (i.e., can say

“Bah” and likes “Balls”)• Any appropriate attempt is more acceptable than a challenging

behavior• Start with an easier form such as pictures (PECS) to get the

communication ball rolling