Enhancing the Effectiveness of Positive Behavior Support by Promoting Student Enjoyment Dennis H. Reid, Ph.D., BCBA Session 32A 2:00 Session 32B 10:45 Session 32C 12:45

Agenda Importance of enjoyment How to increase enjoyment

Why Focus on Enjoyment? Enjoyment (happiness) a universal concern and basic right Key component of PBS Reductions in problem behavior Often talked about but rarely systematically addressed

Qualification Focus on enjoyment and academic growth and appropriate school social behavior That is, not in place of academic growth or appropriate school behavior

Goal for Increasing Enjoyment Students will get up in the morning and, most of the time, look forward to going to school and Look forward to academic participation

Increasing Enjoyment Importance of good relationships Our examples Research findings (e.g., developing a good “mood”)

Developing a Relationship Spend time doing things that the student likes to do Help the student avoid disliked events Learn to communicate with the student

Relationships and Personal Attention Universal importance of attention Attention as a reinforcer for school success... working for attention Attention/praise must be individual- based

Increasing Enjoyment Choice opportunities Research findings Increases immediate (relative) enjoyment Increases activity engagement Provides degree of control Decreases problem behavior Types of choices: what, where, how, when, with whom

Qualification With Providing Choices LICS

Increasing Enjoyment Access to preferences Distinction of purpose between contingent and noncontingent application Systematic preference assessments For beginning and ending the day

Increasing Enjoyment Making nonpreferred tasks more preferred Ask, do, review Critical observation Preference-based teaching

Preference-Based Teaching Reid, D.H., & Green, C.W. (2005). Preference-Based Teaching: Helping People with Developmental Disabilities Enjoy Learning without Problem Behavior. Habilitative Management Consultants, Inc.

Preference-Based Teaching ABC model Antecedent choice, behavioral momentum Behavior interspersal (preferences, easier tasks) Consequence desired outcome (consequence), choices Setting events

Finally... Supervisors and consultants... Don’t forget people who provide support: enjoyment of front-line personnel impacts student enjoyment

Please complete evaluations Dennis H. Reid, Ph.D., BCBA Session 32A 2:00 Session 32B 10:45 Session 32C 12:45