1. BEHAVIOUR MODIFICATION: Strategies for Everyday Use Parent Resource Centre (PRC) Workshop #2 Tuesday 2 February 2010 Parent Resource Centre (PRC) Workshop #2 Tuesday 2 February 2010

3. SOUND FAMILIAR? Useless parenting question

4. ACTIVITY 1-Minute Pause Think of 1 behaviour in your child that you would like to increase and 1 behaviour that you would like to decrease.

5. CONNECT - PAST B. F. Skinner Operant conditioning Management theory

6. CONNECT - FUTURE Advantage If we understand the principles Wide applications in society

7. BIG PICTURE Behaviour is controlled by the events that follow it (consequences)

8. GOALS Select specific strategies to increase/decrease behaviours in your children

9. STRATEGIES INCREASE DECREASE

10. INCREASE BEHAVIOUR DECREASE BEHAVIOUR (+) STIMULUS (+) Reinforcement Add stimulus Response Cost Remove stimulus (-) STIMULUS (-) Reinforcement Remove stimulus Punishment Add stimulus

11. INCREASE (+) Reinforcement (-) Reinforcement

12. (+) REINFORCEMENT Presentation of a stimulus following a response that increases the future probability of the response Contingent Immediate

13. (+) REINFORCEMENT - EXAMPLES Food Praise Affection Tokens/stickers Money/paycheck/gratuity Gifts Begging

14. (+) REINFORCEMENT Principles Reinforcer must be perceived as (+) in the eye of the perceiver Premack Principle Shaping Prompting

15. (-) REINFORCEMENT Removal of an aversive stimulus following a response that increases the future rate or probability the response Contingent Immediate

16. (-) REINFORCEMENT - EXAMPLES Alarm clock Loud buzz in cars until seat belts are buckled Doing chores to avoid being nagged Speed bumps Leaving home early to avoid heavy traffic Honking horn

17. EXAMPLE INTERACTIVE REINFORCEMENT Dog whines Owner opens gate Dog’s behaviour is (+) reinforced Owner’s behaviour is (-) reinforced

18. ACTIVITY Think-Pair-Share Select a behaviour in your child that you would like to increase. Create a plan using either (+) reinforcement or (-) reinforcement. –

19. DECREASE Level 1 Differential reinforcement Level 2 Extinction Level 3 (Remove desirable stimuli) Response-cost Time-out Level 4 (Present aversive stimuli) Overcorrection

20. DIFFERENTIAL REINFORCEMENT (Level 1) Reinforcing an alternative behaviour that may be incompatible with the behaviour targeted for reduction and the performance of which decreases the likelihood that the inappropriate behavior will be performed. An inappropriate or challenging behavior is replaced by a behavior considered as more appropriate or positive.

21. EXTINCTION (Level 2) 22) Withhold or end the positive reinforcer that is maintaining the inappropriate target behavior

22. EXTINCTION (Level 2) 22) Attention-seeking behaviours Tantrums

23. PUNISHMENT Consequent stimulus that Decreases probability of occurrence of behavior Contingent Immediate

24. RESPONSE-COST (Level 3) 3) Withdrawal of specific amounts of a reinforcer contingent on inappropriate behavior

25. RESPONSE-COST EXAMPLES Speeding ticket Take away tokens/points Late fee/fine

26. TIME OUT (Level 3) Nonseclusionary Exclusionary Seclusionary

27. TIME OUT (Level 3) Remove reinforcers Neutral setting Short as possible

28. AVERSIVE STIMULI (Level 4) (L (( (L (Level 4) Conditioned Warnings, vocal tones, gestures Unconditioned Mild aversives Physical control

29. OVERCORRECTION (Level 4) (L (( (L (Level 4) Teach correct behavior through exaggeration of experience

30. OVERCORRECTION (Level 4) (L (( (L (Level 4) 2 types Restitution To restore the setting Positive-practice Engage in exaggerated or overly correct practice of appropriate behavior

31. CORRECTIVE STRATEGIES R-I-P Rules-Ignore-Praise R-R-P Rules-Reward- Punishment TOKEN ECONOMY CONTRACTS

32. FUNCTIONAL BEHAVIOURAL ANALYSIS A - B - C chart A ntecedent B ehaviour C onsequences

33. A - B - C Chart A ntecedent B ehaviour C onsequences

34. ACTIVITY Think-Pair-Share Select a behaviour in your child that you would like to decrease. Create a plan using the A-B-C chart to decrease the behaviour. Create a plan to teach a more appropriate replacement behaviour. –

35. INCREASE BEHAVIOUR DECREASE BEHAVIOUR (+) STIMULUS (+) Reinforcement Add stimulus Response Cost Remove stimulus (-) STIMULUS (-) Reinforcement Remove stimulus Punishment Add stimulus

36. ACTIVITY What behaviour was increased/decreased? Was the behaviour increased? Was the behaviour decreased? What was the consequence that followed the behaviour? Was the consequence added/removed?

37. ACTIVITY 1 Billy likes to camp-out in the backyard. He camped-out on every Friday during the month of June. The last time he camped out, some older kids snuck up to his tent while he was sleeping and threw a bucket of cold water on him. Billy has not camped-out for three weeks.

38. ACTIVITY 2 Every time Madge raises her hand in class she is called on. She raised her hand 3 times during the first class, 3 times in the second and 4 times during the last class.

39. ACTIVITY 3 Gregory is being reinforced using a token economy. When he follows a direction, he earns a point. At the end of each day, he can "buy" free time, e.g., TV privileges, with his points. When he doesn't follow a command, he loses points. Andrew used to call his mom names. Since he has been on the point system, his name calling has been reduced to almost zero.

40. ACTIVITY 4 John did not go to the dentist every 6- months for a checkup. Instead, he waited until a tooth really hurt, then went to the dentist. After two emergency trips to the dentist, John now goes every 6-months.

41. USES Applied Behaviour Analysis (ABA) Autism Spectrum Disorder

42. FINAL THOUGHTS Start out with (+) approaches Have a variety of tools in your management toolbox

43. QUESTIONS