DIAGNOSING BEHAVIOR PROBLEMS Conducting A Pre-Mod Analysis Elizabeth Hardman, Ph.D. Northcentral University San Diego, CA

Beyond Behavior Modification A Cognitive-Behavioral Approach to Behavior Management in the School (Third Edition) Joseph S. Kaplan With Jane Carter

Cognitive-Behavioral Approach Behavioral (FBA) Cognitive Behavioral Cognitive

Why Ask Why Behaviorist say, no need to ask why Not all behavior is shaped and maintained by its consequences Can’t assume all behavior has a common cause Observing a behavior does not tell you anything about internal states (e.g., cognitions & emotions) Never try to fix something if you don’t know what’s wrong with it.

Pre-Mod Analysis (Kaplan, 1995) Task analysis model Identify prerequisites necessary to engage in a behavior Four Basic Steps Targeting Task Analyzing Evaluating Interpreting Results

Step 1 Targeting Targeting the behavior begins with identifying a fair pair (a replacement behavior that is incompatible with the maladaptive behavior) Case Study Example You have a student named Rosario who hits people when teased. Fair Pair Target Behavior: ignores teasing or responds assertively

Step 1 Targeting Turn to your neighbor and create an example case study of your own. Identify the maladaptive behavior you wish to change and a fair pair target. Test the adequacy of the target behavior by submitting it to the Dead Man’s Test—Can a Dead Man . . . [name the target behavior]

Step 2 Task Analyzing List all of the essential knowledge skills, perceptions, expectations, values, and beliefs the student needs to successfully engage in the target behavior.

Step 2 Pre-Mod Task Analysis The student understands what behavior is required of him/her. The student is aware of his/her behavior. The student is able to bring his/her behavior under control. The student knows how to engage in the target behavior. The student must consider the consequences of engaging in the target behavior more rewarding or less aversive than the consequences of engaging in the maladaptive behavior. The student should not hold any belief that is incompatible with the target behavior.

Step 3 Evaluating Purpose: determine whether or not the student has each of the six prerequisites Conduct a informal assessment for a prerequisite only if you are in doubt about the current status of the prerequisite.

Prerequisites Status Assessment Results Rosaario Dr. Joseph Kaplan Student: Rosaario Evaluator: Dr. Joseph Kaplan Date: Maladaptive Behavior (MB):  hits people when teased Target Behavior (TB):  responds assertively or ignores Prerequisites Status Assessment Results 1. R understands he is supposed to ignore teasing or respond assertively.  Y--has told me when questioned after a fight  ask him  pass 2. S is aware of when he is responding to teasing by fighting, ignoring, or being assertive.  Y--same as above 3. There are no emotional factors beyond R’s control that prohibit him from ignoring teasing or responding assertively.  N--appears to have anger management problem based on past observation  observe  no pass 4. R knows how to ignore teasing or respond assertively. ?  role play   5. R considers the consequences ignoring or responding assertively to peer teaching more rewarding (or less aversive) than responding aggressively.  cue sort 6. R engages in thinking that is compatible with ignoring or responding assertively to teasing.  beliefs assessment

Role Play Begin with the prompt, show me how you would ignore teasing or respond assertively The teacher plays the role of the offending student and the Rosario demonstrates ignorning or responding assertively in 3 different role plays. To pass, all characteristics of the desired behavior must be observed.

Prerequisites Status Assessment Results Rosaario Dr. Joseph Kaplan Student: Rosaario Evaluator: Dr. Joseph Kaplan Date: Maladaptive Behavior (MB):  hits people when teased Target Behavior (TB):  responds assertively or ignores Prerequisites Status Assessment Results 1. R understands he is supposed to ignore teasing or respond assertively.  Y--has told me when questioned after a fight  ask him  pass 2. S is aware of when he is responding to teasing by fighting, ignoring, or being assertive.  Y--same as above 3. There are no emotional factors beyond R’s control that prohibit him from ignoring teasing or responding assertively.  N--appears to have anger management problem based on past observation  observe  no pass 4. R knows how to ignore teasing or respond assertively. Y  role play  pass 100% 3/3 correct 5. R considers the consequences ignoring or responding assertively to peer teaching more rewarding (or less aversive) than responding aggressively. ?  cue sort   6. R engages in thinking that is compatible with ignoring or responding assertively to teasing.  beliefs assessment

Cue Sort Ask Rosario to name of the consequences of responding to teaching by fighting. Tell me what happens when you get into a fight because of teasing? Write each consequence he names on a 3 x 5 card. As Rosario to name all the consequences of ignoring teasing or responding assertively. Write each on down on a 3 x 5 card. Shuffle the deck and have Rosario sort the the cards into two piles, things he wants to happen and things he doesn’t want to happen.

Prerequisites Status Assessment Results Rosaario Dr. Joseph Kaplan Student: Rosaario Evaluator: Dr. Joseph Kaplan Date: Maladaptive Behavior (MB):  hits people when teased Target Behavior (TB):  responds assertively or ignores Prerequisites Status Assessment Results 1. R understands he is supposed to ignore teasing or respond assertively.  Y--has told me when questioned after a fight  ask him  pass 2. S is aware of when he is responding to teasing by fighting, ignoring, or being assertive.  Y--same as above 3. There are no emotional factors beyond R’s control that prohibit him from ignoring teasing or responding assertively.  N--appears to have anger management problem based on past observation  observe  no pass 4. R knows how to ignore teasing or respond assertively. Y  role play  pass 100% 3/3 correct 5. R considers the consequences ignoring or responding assertively to peer teaching more rewarding (or less aversive) than responding aggressively. ?  cue sort 100% 6. R engages in thinking that is compatible with ignoring or responding assertively to teasing.  beliefs assessment  

Cognitive Restructuring What we believe about events influences behavior Beliefs are learned through modeling and operant conditioning The ABC model Activating event Belief Consequent affect

The A-B-C Model Something happens (A) Cognition (B) Feelings (C) Behavior (C)

Core Irrational Beliefs Roush (1984) Robot Thinking -- It’s not my fault I stink thinking -- It’s all my fault You stink! Thinking -- It’s all your fault Fairy Tale thinking -- It’s just not fair Namby Pamby thinking -- I can’t stand it Doomsday thinking -- It’s never gonna get better

Roush’s core irrational beliefs (1984)

Cognitive Restructuring Is About Unlearning Beliefs The Student Recognizes emotional and/or behavioral signal(s) that something is wrong (C) Identifies event(s) (A) associated with signal(s) Identifies belief(s) (B) that mediate(s) between (A) and (C) Attempts to dispute belief(s) Generates rational belief(s) Develops plan to internalize rational belief(s)

Construct a Beliefs Assessment Purpose: Assess the beliefs a student endorses that might support the maladaptive behavior and prevent the student’s ability to engage in the target behavior. For example, you want to intervene in a situation where a student has a hard time taking criticism from his teacher. He gets upset and refuses to respond all together.

Construct a Beliefs Assessment Describe the maladaptive behavior on a piece of paper. Fold the paper in half and write down all the irrational beliefs (IBs) that would support the maladaptive behavior (use Roush’s model). Then write on fair pair rational belief (RB) for each IB listed. Try to generate a list of 16 to 20 RBs and IBs. Revise the wording for each RB and IB to make it as easy as possible for the student to read and understand each one.

Validate the Beliefs Assessment Validate the assessment with feedback from 3 colleagues who either know the student or are familiar with the maladaptive behavior. The instructions to the validators should say, “Which of the 18 beliefs stated on the following pages do you think are most typical of a student who is . . . [state the maladaptive behavior]. Also encourage the validators to reword questions where necessary. Set up the items (IBs and RBs) so that the validator can rate them from very typical to don’t know.

Sensitive to criticism from adults

Cognitive Restructuring Is About Unlearning Beliefs The Student Recognizes emotional and/or behavioral signal(s) that something is wrong (C) Identifies event(s) (A) associated with signal(s) Identifies belief(s) (B) that mediate(s) between (A) and (C) Attempts to dispute belief(s) Generates rational belief(s) Develops plan to internalize rational belief(s)

Pre-Mod Advantages Limits use of outside forces in making instructional decisions Focuses directly on student behavior Helps you realize that there may be more than one reason for behavior problems

Pre-Mod Disadvantages Reliance on student cooperation Reliance on informal teacher-made tests It requires time and effort