Understanding and Treating Problem Behavior through Applied Behavior Analysis Jason Majchrzak, M.S., L.L.P., B.C.B.A. Claudia Leandres, B.A., OU Graduate Student

Disclaimer The information in this presentation provides only the most basic overview of research and theory behind behavior and the functions of behaviors. This information is not intended to replace advice from your child’s medical doctor, Board Certified Behavior Analyst, psychologist, or other physical and mental health professionals. This information presented is a basic primer in behavior analytic principles. It is not meant to fully prepare an individual to treat problem behaviors using ABA. Should you have any questions or concerns regarding todays presentation, please feel free to contact Jason Majchrzak, M.S., L.L.P., B.C.B.A. at 313-640-2315.

What is Behavior? The behavior of an organism is that portion of an organism’s interaction with its environment that is characterized by detectable displacement in space through time of some part of the organism and that results in a measurable change in at least one aspect of the environment. ~ B.F. Skinner Behavior is something we can see and collect information about Thoughts, feelings, emotional states are important but not something we can experience or know. We can’t see them. Behavior includes how we interact with our world Behavior test: “If a dead man can do it, it ain’t behavior” A behavior involves interaction between person and environment, can be observed, and results in measurable change. Behavior Not Behavior Eating, Dressing, Brushing your Teeth Hunger, Thirst, feeling dirty Talking to other People Getting wet walking in the rain Doing Homework Boredom Hitting, Kicking, Biting, Spitting Receiving a token for good work Refusing to Follow an Instruction Anger

What’s Involved in a Behavior? Motivating Operations  Antecedents  Behavior  Consequences Motivating Operation (MO): What drives us to do a behavior Example: Boredom Antecedent: The last thing to occur or be present before a behavior Example: Child is given a math worksheet to do Behavior: What we did. What we can see and measure Example: Throws worksheet on the floor, runs away from the desk Consequence: What happened as a result of the behavior Example: math worksheet is not completed. Requirement is terminated These should be immediate and relevant! Delayed and vague consequences have little to no effect.

What’s the Purpose of a Behavior? A behavior can serve 1 or more of any of these 4 purposes Attention Behavior results in head turns, facial expressions, reprimands, attempts to soothe, or other social interaction Escape Behavior results in ending or preventing an undesired event Access to Tangibles Behavior results in access to rewarding items or activities Automatic Reinforcement behaviors that do not depend on the direct actions of others but produce their own rewards

How do we Figure Out a Behavior’s Purpose? 1st – Be sure there are no medical reasons for a behavior. Talk to you pediatrician! 2nd – Consult with a Board Certified Behavior Analyst 3rd – Collect data on the behavior 4th – Create an intervention

How We Influence Behavior

ABC Data

ABC Data Practice https://www.youtube.com/watch?v=j9oTO6UheG4

Some Basic Treatment Ideas for Behaviors 3 Types of Treatment Strategies Environmental Strategies What environmental adjustments will be used to make the child’s problem behavior unnecessary? Replacement Behaviors What skills will replace (meet the same purpose as) the child’s problem behavior? Consequence Strategies How will consequences be managed to ensure the child receives reinforcement for positive and not problem behavior?

Basic Types of Interventions Stimulus-Based Procedures Instruction-Based Procedures Extinction-Based Procedures Reinforcement-Based Procedures Punishment-Based Procedures Make changes to the daily schedule, physical setting, required task, or other part of the setting PECS FCT Self-Management Remove access to what is desired Planned Ignoring Give reward or access to what is wanted when a desired behavior is performed Add something aversive as a result of an un-desired behavior Time-Out Loss of privileges

Basic Interventions Based on Behavior Function Attention Environment Changes Give child a highly enjoyable activity during low attention times, visual schedules, periodic but brief positive contact often Replacement Behaviors Request attention with words, take turns, teach waiting, build independent play skills Helpful Consequences Block inappropriate behavior and redirect to appropriate behavior without communication, time-out (1 minute per year old with no behavior)

Basic Interventions Based on Behavior Function Escape Environment Changes Visual Schedules, First/Then Instructions (First do this then something fun), ‘Foot in the Door’, Change from easy to hard tasks often Replacement Behaviors Ask for a Break, Ask for Help, Teach Waiting Helpful Consequences Require completion of a demand, require repeating the task if misbehavior occurs, NO TIME OUT!

Basic Interventions Based on Behavior Function Tangibles Environment Changes Visual Schedules, First/Next Instructions, Keep Expectations Consistent, Plan Transitions, Use a timer for transitions Replacement Behaviors Teach them to ask for what they want (FCT, Communication System), Turn Taking, Waiting, Teach how to ask when they can have something Helpful Consequences Redirect to available choices and appropriate behaviors, Time-Out from the desired activity (1 minute per year old)

Basic Interventions Based on Behavior Function Automatic Reinforcement Environment Changes Rule out and address any medical issues, Structured Visual Schedule, Limit down time – Keep engagement high Replacement Behaviors Teach independent and social play skills, teach appropriate ways to meet sensation needs, Communication Training Helpful Consequences Block behaviors and redirect to appropriate behaviors, NO TIME OUT!

References Cooper, J.O., Heron, T.E., & Heward, W.L. 2007. Applied Behavior Analysis, Chapter 2: Basic Concepts, pp. 24 – 45. Pearson Education. Upper Saddle River: NJ Cooper, J.O., Heron, T.E., & Heward, W.L. 2007. Applied Behavior Analysis, Chapter 24: Functional Behavioral Assessment, pp. 500 – 523. Pearson Education. Upper Saddle River: NJ Dunlap, G. & Fox, L. (1999). A demonstration of behavioral supports for young children with autism. Journal of Positive Behavioral Interventions, 1, 2. pp. 77-87. Horner, R.H., Carr, E.G., Strain, P.S., Todd, A.W., & Reed, H.K. (2002). Problem behavior interventions for young children with autism: A research synthesis. Journal of Autism and Developmental Disorders, 32, 5. pp. 423-446. O’Neill, R.E., Horner, R.H., Albin, R.W., Sprague, J.R., Storey, K., & Newton, J.S. 1997. Functional Assessment and Program Development for Problem Behavior: A Practical Handbook. Brooks/Cole. Belmond: CA. Sorensen-Burnworth (2008) Overview of behavioral function, Cincinnati Children’s Hospital Medical Center

Thank You! Questions?