UNDERSTANDING BEHAVIOR Presented by: Kelly Wilson University of Colorado at Denver Pyramid Plus Team

Funded by the Colorado Department of Human Services  Division of Child Care  Division for Developmental Disabilities, Early Intervention Program (Part C)  Division of Behavioral Health

“IF AT FIRST THE IDEA IS NOT ABSURD, THEN THERE IS NO HOPE FOR IT.” - Albert Einstein ― Albert Einstein

Research Facts Best time to intervene is when NO problem behavior is occurring (Carr et al., 1004,pp.15) One way to EFFECTIVELY support individuals with problem behavior is to build skills through effective teaching (Carr et al., 2002; Horner, Albin, Sprague, & Todd, 2000) Efficacy data indicate PBS intervention strategies were effective for all problem behavior examined with as much as 80% reductions in challenging behavior (Carr et al., 1999) PBS was more effective when a functional assessment was used to design behavioral interventions and strategies (Carr et al., 1999)

What behaviors are difficult or push your buttons? How do these behaviors make you feel? How does this impact your relationship with a child and his/her family? 5 Hot Button Activity Examining Our Own Attitudes H.O. 1.1

“They’re doing it to me again.” “I’ve tried everything.” “She needs to be somewhere else.” “He does it all the time.” “What do you expect?” Looking for love in all the wrong places.

Acknowledging the behaviors that upset you. Acknowledging the behaviors that please you. Collecting data on when, where, with whom the behaviors occur. Celebrating any change for the better. Becoming a resource to others. Looking for love in all the right places.

Positive Behavior Support The ABC’s of Behavior  Behavior A specific action that a person does that can be observed  Antecedent Setting for the behavior, the “trigger”, could be a change in the physical surroundings, social circumstances, or behavior of others  Consequence What happens immediately after the behavior

BEHAVIOR A specific action that a person does that can be observed.

Behavior Behavior is predictable; it does not occur in a vacuum. Behavior is changeable; we need to understand the functions, predictors, and consequences of behavior. Behavior intervention has two primary goals: to reduce inappropriate behavior and to increase appropriate behavior.

Some Basic Assumptions Challenging behavior is most often related to some skill deficit (e.g., language, social). Behavior that persists over time is working for the child. When we have positive relationships with children, supportive classroom environments, and focus on teaching social and communication skills, we reduce the likelihood of challenging behavior

I Behave Because… I want something Attention Tangible Self-Reinforcing I want to get away from something Escape Avoid Delay

Three Means… 1. Make the problem behavior irrelevant: decrease or eliminate the need to engage in the behavior. 2. Make the problem behavior inefficient: provide the student with a replacement behavior that serves the same function. 3. Make the problem behavior ineffective: do not allow the child to obtain what he or she wants through inappropriate behavior. Crone & Horner (2003)

Old Way New Way General intervention for all behavior problems Intervention is reactive Focus on behavior reduction Quick Fix Intervention matched to purpose of the behavior Intervention is proactive Focus on teaching new skills Long term interventions 14

PREVENT/ANTECENDENTS

Children are less likely to engage in challenging behavior when they…  Understand the routine  Understand the expectations for their behavior  Are engaged in meaningful activities

Prevention Strategies Providing choices Transition Supports Environmental Supports Curricular Modifications Adult Verbal Behavior Classroom Management Opportunities for Pro-Social Behavior Peer Modeling

Behavior Teach Appropriate Skills

“The definition of Insanity is doing the same thing over and over and then expecting different results.” - Benjamin Franklin

MOST IMPORTANT QUESTION TO ASK YOURSELF: What is the function of this behavior????

Form and Function Form = what the behavior looks like Function = what happens after the behavior

Teaching Interventions Functional replacement Specific academic skills Problem-solving skills General coping skills Specific social skills Teacher pleasing behaviors Learning skills strategies Self management Delayed gratification Increased engaged time

REINFORCEMENT/CONSEQUENCES

Consequences Impact on Behavior If the Consequence is PLEASANT The Behavior will occur MORE OFTEN  If the Consequence is NOT PLEASANT The Behavior will occur LESS OFTEN

Responding Appropriate Behavior Compliments Praise Commenting Inappropriate Behavior Ignore Redirect

Reinforcement Interventions Reinforce functional behavior Reinforce pro-social behavior Increase non-contingent reinforcement Discontinue reinforcement of problem behavior Group contingencies Increase ratio of + to – responses Home to school reinforcement

“THE WAY ONE VIEWS A PROBLEM WILL DETERMINE IN LARGE MEASURE THE STRATEGIES USED TO SOLVE THE PROBLEM.” Closing Thought: