1. Benhaven Learning Network
Christa Jachym, BCBA
Benhaven Learning Network
March 22, 2010

2. PROBLEM BEHAVIOR IS AN ERROR IN LEARNING
PROBLEM BEHAVIOR IS AN ERROR IN LEARNING . THEREFORE, OUR JOB IS TO TEACH.

3. Times are Changing
Parents are 5-6 times more likely to have negative interactions with their children than positive ones.
In 1930 parent-child contact averaged 3-4 hours per day.
In 1984 parent-child contact averaged 14.5 minutes
Of that 14.5 minutes, 12.5 minutes were spent in negative interactions
(Latham, 2004)

4. The Rules of Behavior
Behavior is strengthened or weakened by its consequences.
Behavior responds more favorably to positive consequences.
It is only known whether a behavior has been punished or reinforced by the course of that behavior in the future.
Behavior is largely a product of its immediate environment.

5. The ABC’s of Behavior Antecedents- 3 types
Immediate-What happened immediately before the behavior occurred?
Locations, people, instructions given, events, times of day, specific materials, etc.
Distant-What happened before the behavior occurred?
Previous events, cumulative events, etc.
Internal State-How is he/she feeling?
Hungry, Tired, Sick, etc.

6. The ABC’s of Behavior
Behavior- What does the student do? What does it look like?
Be objective
Use observable language
Avoid vague terminology

7. The ABC’s of Behavior Consequence- 2 types
What happens immediately following the behavior? How do I/others react upon seeing or hearing the behavior?
Verbal feedback, reactions of others, items removed or attained, etc.
Reinforcement-increases the likelihood that the behavior will occur again (pleasant).
Punishment-decreases the likelihood that the behavior will occur again (unpleasant)

8. Behavior As Communication
People do things for a reason – to get something or to cause something to happen. We refer to this as the communicative intent of behavior.
Different messages can be communicated:
Escape or Avoid
Gain attention/reaction
Get something
Self-regulation

9. Behavior as Communication
We need to understand what function or purpose the behavior is serving for the individual?
Assessment involves asking the questions:
What?
When? Most/Least likely to occur
Who?
How does the behavior work for the individual?
Why?
The answers should lead to prediction.

10. Behaviors to Consider Functional communication Self Regulation
How can he appropriately escape?
How can she gain attention?
How does he ask for help?
Can the she make choices?
Self Regulation
Understanding the Rules
Paying Attention
Emotions
Delayed Gratification

11. Think Positive… Begin with the end in sight…
Instead of focusing on what you want the child to STOP doing, focus on what you want the child to DO.
Avoid negative language (will vs won’t).

12. Think Positive…
Shift from asking the question, “What can we do to stop behaviors?” to “What skills can be taught to increase the child’s chance for success?”

13. Positive Programming Fix the environment and you’ll fix the behavior.
90% OF ALL BEHAVIORAL DIFFICULTIES CAN BE POSITIVELY AFFECTED BY THE ENVIRONMENT.