1. Ten Precepts of Behavior
Laura A. Riffel, Ph.D

2. www.facebook.com/behaviordoctor www.behaviordoctor.org
Go to the materials tab
Click “Presentations”
Scroll to San Bernardino
I have posted this PowerPoint and some other files I think you might really like.

3. ALL
Some
Few

4. Behavior is learned and serves a specific purpose
(Bandura and Glasser)
If you are given a task you don’t want to do…start crying. They will send you to the “thinking” chair. 1
Handout pg 1
Page 7

5. Josh- 4 hours a day
Behavior Doctor Seminars ™®© FY17

6. This would never happen on Mars!!!
Behavior is related to the context within which it occurs (Bambara & Knoster)
This would never happen on Mars!!! 2
Royalty free pic from clipartbest.com
Handout pg 1
Page 7

7. 3
We should deliver the intervention with consistency and fidelity for one month for every year that the behavior has been in place (Lally et al.).
Handout pg 1
Page 7

8. Josh - learning
Behavior Doctor Seminars ™®© FY17

9. Where reinforcement flows4
Behavior goes….
Where reinforcement flows
We can improve behavior by 80% just by pointing out what one person is doing correctly (Shores, Gunter, & Jack).
Handout pg 1
Page 7

10. 5
We know we can improve behavior by labeling with behavior specific praise; but we use it less than 10% of the time (Haydon et al.)
Handout pg 1
Page 7

11. NYC Preschool for children
Behavior Doctor Seminars ™®© FY17

12. 6
L R
When we want compliance from a non-compliant student, we should offer equal choices and deliver the direction from the right side of the student (Cosden et al.; and Tomassi & Marzoli).
Page 7

13. Cortez, Colorado

14. High School Student in Torrington, WY

15. All behavior falls into two categories(Alberto & Troutman):7
It’s all fun and games
Until
Someone….
…Figures out the function
Of your behavior.
All behavior falls into two categories(Alberto & Troutman):
Page 7

16. 8 These are the things students are trying to access:
Attention (eyeballs)
Access to preferred items
Sensory input
Handout pg 1
Page 7

17. Touch them Use their name in a positive way Make eye contact Smile
TUMS
Give it on the front side
They won’t take it on the back side.

18. We stopped touching kids
High five
Hand shake
Pinkie bump
Low five
Elbow bump
Implosion/explosion
Behavior Doctor Seminars ™®© FY18

19. Touch Diane Sawyer video on importance of touch increasing compliance
Behavior Doctor Seminars ™®© FY18

20. Use their name (positively)
Hmmm, you don’t know my name?
Hi slugger!
Behavior Doctor Seminars ™®© FY18

21. Make Eye Contact
Behavior Doctor Seminars ™®© FY18

22. 72% of Teens main mode of communication is texting.
Behavior Doctor Seminars ™®© FY18

23. Smile Download TED Talks on importance of smiling
Behavior Doctor Seminars ™®© FY18

24. Page 13- What’s your plan for using TUMS in your classroom?
Behavior Doctor Seminars ™®© FY18

25. 8 These are the things students are trying to access:
Attention (eyeballs)
Access to preferred items
Sensory input
Handout pg 1
Page 7

26. Function of Stealing

27. Function of Preferred vs. Non-preferred

28. 8 These are the things students are trying to access:
Attention (eyeballs)
Access to preferred items
Sensory input
Handout pg 1
Page 7

29. Sensory input
Behavior Doctor Seminars ™®© FY17

30. 9 These are the things students are trying to escape: Work/Tasks
Attention (Adults-Peers)
Pain (Physical or Emotional)
Sensory Overload
Page 7

31. Lottery Tickets- Personal Days- Ferris Bueller’s Day Off
This Photo by Unknown Author is licensed under CC BY-SA

32. 9 These are the things students are trying to escape: Work/Tasks
Attention (Adults-Peers)
Pain (Physical or Emotional)
Sensory Overload
Page 7

33. Escape Attention Adults
This Photo by Unknown Author is licensed under CC BY-SA

34. Escape Attention Peers

35. 9 These are the things students are trying to escape: Work/Tasks
Attention (Adults-Peers)
Pain (Physical or Emotional)
Sensory Overload
Page 7

36. Emotional

37. 9 These are the things students are trying to escape: Work/Tasks
Attention (Adults-Peers)
Pain (Physical or Emotional)
Sensory Overload
Page 7

38. Charlie Bit himself under these three triggers:
This Photo by Unknown Author is licensed under CC BY-SA
Bit himself under these three triggers:
Being told “no” – not getting his way
If there was a loud noise in the hallway
Having to wait three hours for Pizza

39. Charlie
This Photo by Unknown Author is licensed under CC BY-SA
Those antecedents happened days 1-5 and the results were biting. Days 6-10 those same antecedents happened with zero bites.

40. This means there is probably a setting event pairing up with the antecedents.

41. Allergic rhinitis
Preventative medication- stopped having sinus infections- stopped biting self

42. 9 These are the things students are trying to escape: Work/Tasks
Attention (Adults-Peers)
Pain (Physical or Emotional)
Sensory Overload
Page 7

43. Sensory overload- If these happen stop activity and assess
Physical
Verbal
Behavior
Loss of Balance
Verbalizing “STOP”
Refusing Activities
Skin flushes/goes pale
Hysteria/Crying
Stimming
Racing Heartbeat
Echolalic Behavior
Child lashes out
Stomach distress: stomach ache – nausea-vomiting
Agitated or Angry
Behavior Doctor Seminars ™®© FY17

44. Real Example- David, the kindergartener

45. 10
Whenever a behavior happens, it is your reaction that determines whether you see it again or not. We have to change our behavior (Alberto & Troutman)..
Handout pg 1
Page 7

46. Jay and the pancakes
Behavior Doctor Seminars ™®© FY17

47. Test to see if it is a real intervention
Did it stop the behavior?
Was it proactive: not reactive?
Were there changes to the environment to set the student up for success?
Was a replacement behavior taught?
Did the team feed the replacement behavior and extinguish the target behavior?
Was it delivered long enough with consistency and fidelity?
Test to see if it is a real intervention

48. Competing Pathway Chart

49. You have to know the trigger- what set the behavior in motion?

50. You have to know the specific behavior you are targeting

51. You have to know what is maintaining the behavior

52. In order to change behavior- we need a multi-modal plan (Triple T)- We begin with a summary statement:
Antecedent
Behavior
Consequence
Trigger
Target
impacT
What sets the behavior in motion?
What do you want to target for change?
What are they getting or what are they escaping by having this behavior?

53. We need to be able to say this:
When this happens _______________________________________
The student does this _____________________________________
To get or escape this ______________________________________

54. Antecedent Manipulation Replacement Behavior Teaching
In order to change behavior- we need a multi-modal plan Triple “R” chart
Antecedent
Behavior
Consequence
Trigger
Target
impacT
What sets the behavior in motion?
What do you want to target for change?
What are they getting or what are they escaping by having this behavior?
Antecedent Manipulation
Replacement Behavior Teaching
Consequence Modification
Revise the Environment
Replace the Behavior
Reframe the Response
What can you do in the environment to set the student up for success?
What can you teach the student to do instead of their current behavior?
How can you encourage the replacement behavior and extinguish the target behavior?

55. Braided behavior

56. What Gives Bob? I’ve been collecting the data and you’ve been in the shower for three days man.
Help ME!
Sometimes we are like poor Bob here. He is stuck in the vicious loop of shampoo bottle directions “lather, rinse, repeat. Lather, rinse, repeat.” Mark Twain tells us that the very definition of insanity is doing the same thing over and over again and expecting different results and yet, we do it in education all the time. I got called into a school district to help them out. They had the highest out of school suspensions in the state and they wanted to get off that list. I told them to get their data together and we’d look at it. When I got down there, they were all assembled and they were proud. They had already looked at their data and figured something out. 82% of their Out of School Suspensions were for the same reason, skipping school. Now when I want to laugh, I say “Tell me more.” They said, “Well, when a student skips they get an automatic two day out of school suspension.
I said, “Well, why would a kid skip school?” They looked at me like I was the most ignorant fool on the planet and said, “Because, they don’t want to be here.”
I said, “So at your school it’s a two’fer” They said “Huh” I said, “Well, the kid takes one and you give them two.” (that’s when the light bulb went off.) I said, “How come you do that?” They said, “That’s the way we’ve always done it.”
If you always do, what you’ve always done….you’ll always get what you always got.
I suggested that they consider changing procedures. I told them about a young man I know who was so smart that when his mom dropped him off at the front door, he used that great intelligence to figure out that he could go out the back door. Once the mom figured that out, she called the school and told the principal that her son was skipping and here was what was going to happen at home and wanted to know what was going to happen at school. The principal laughed and said, “Oh, boys will be boys. Don’t worry about it.” (Wrong answer)
The mom was so upset that she put her house up for sale and moved to a new district that handled skipping differently. Now, when her son skipped, she called the school and was connected to officer Bill who picked up her son in a beautiful limo decorated with red letters that said “DARE” on the side of the car. They also assigned him a Saturday detention. She delivered him to the classroom door of the Saturday detention. He never skipped again. Will that work for you? Depends on if you think it will work for you.
One more thing about this picture. If you have told a child a thousand times to do something and they still haven’t done it…the child is not the slow learner.
Bob is stuck in the vicious loop of shampoo bottle
directions: Lather, Rinse , Repeat. Lather, Rinse, Repeat.

57. Let’s Put It All Together

58. Meet Jemma
Jemma is a fifth grade student in a K-6 grade school. She is with the same teacher all day and in a class of 25 students. The school has 476 students and is a neighborhood school. She has not been retained and is a “young” student in the class compared to her peers. Her older sisters are both in high school and are very athletic and popular with many friends. Jemma tends to hang out with the sisters’ friends and rarely has friends her own age over to the house.

59. Jemma’s Strengths and Needs
Social Strengths
Academic Strengths
Social Needs
Academic Needs
Comfortable talking in front of the whole class
Great supportive family
Vocabulary is advanced for her age
Jemma is very visual and can draw pictures better than anyone in the class
Jemma always turns in her work
Jemma has neat cursive handwriting
Jemma is very comfortable with adults but needs to make friends with peers
Jemma needs help with transitions
Jemma needs to keep hands and feet to self
Jemma needs help with reading comprehension
Jemma needs help with reading fluency
Jemma needs help in learning to ask for help

60. Jemma
Jemma is a sixth grade student with mild intellectual disabilities. Jemma has two siblings who attend the nearby high school. Jemma’s mother works full time and father frequently travels. He leaves on Sunday evening and returns on Friday afternoon.
Jemma’s behaviors at school are disruptive outbursts, physical aggression, and throwing objects.
Mom reports Jemma is disorganized at home and leaves her stuff laying all over the house. Mom says she is so disorganized they have three or four fights every morning. She says she has to drive Jemma to school because she would make the whole bus late if they waited on Jemma. Mom says Jemma eats everything in sight when she gets home from school and fights with her sisters until her Mom gets home in the evening.
Jemma is included in the regular classroom with support provided by a co-teaching special education teacher who works with the regular classroom teacher.

61. Jemma’s Behaviors
Throwing objects means a physical object leaves Jemma’s hands with purpose and lands at least 12 inches from her body
Disruptive outburst means a loud verbal sound or word that comes from Jemma and disturbs the learning environment
Horseplay means Jemma uses her body to lean up against someone by getting out of her seat and then engaging in the slug bug tap.
(Volkswagen Slug Bug tap)

62. Behavior is Related to the Context
What pattern do you see?
Behavior is Related to the Context

63. Behavior is Related to the Context
What pattern do you see?
Behavior is Related to the Context

64. What pattern do you see?
We measure against the baseline to know if our intervention is working.

65. Behavior is Related to the Context
What pattern do you see?
Behavior is Related to the Context

66. Behavior is Related to the Context
What pattern do you see?
Behavior is Related to the Context

67. What is she trying to gain or escape?
Teacher Attention

68. Was the consequence feeding the target behavior?

69. Summary Statement From Data
Trigger
Target
impacT
Behavior One
When there is a transition paired with a bad morning
Jemma has a disruptive outburst
To gain teacher attention
Behavior Two
When there is a new task
Jemma engages in horseplay
To escape work

70. Behavior Intervention Plan
Trigger
Target
impacT
When there is a transition paired with a bad morning
Jemma has a disruptive outburst
To gain teacher attention
Revise the Environment
Replace the Behavior
Reframe the Response
Mom worked on organizing her exit from home (crate by back door packed evening before)
Check-in/Check-out with preferred Adult
New Job in the Classroom During Transitions
Student Teacher Action Rating (STAR) Sheet paired with Check-in/Check-out
Vanna White of the Daily Schedule (gives her something to do with her voice during transition)
Mom reinforces at home for good behavior at school
Teacher gives directions on front side of transition, gives thumbs up when Jemma flips schedule and announces, and gives thumbs up when Jemma writes on the board.

71. Behavior Intervention Plan
Trigger
Target
impacT
When there is a new task
Jemma engages in horseplay
To escape work
Revise the Environment
Replace the Behavior
Reframe the Response
Lesson plans and copies of books are sent home so Jemma’s mom can show her what’s coming up
Check-in/Check-out person previews quickly the new lessons coming
Jemma has one answer prepared for the beginning of new activities
Student Teacher Action Rating (STAR) Sheet paired with Check-in/Check-out
Jemma has a PowerPoint social story about how to request help using a secret signal.
Mom reinforces at home for good behavior at school
Teacher makes a concerted effort to call on Jemma for the one question she is cued to answer
Teacher gives Jemma behavior specific praise on her STAR sheet each hour.
If Jemma does engage in “slug bug”- she stays in room and is moved to science table to work. No escaping task.

72. One month for every year
Baseline
Intervention
Follow-up

73. Rules
Behavior is learned- she had learned the pay off for each behavior
Behavior is related to the context- (transitions and new tasks) (Mondays & Fridays) (Beginning and Ending of the Day)- all transitions
For every year that a behavior has been in place, we need to extend an intervention one month with consistency and fidelity. (see baseline, intervention, follow-up data)
We can improve behavior by 80% by pointing out what one person is doing correctly. (teacher giving behavior specific praise)
Without help, we use it less than 10% of the time. (building it into the routine helps the teacher remember)
When we want compliance, we need to offer equal choices from the student’s right side (being Vanna – we let her choose to just do oral directions or oral and written- she chose both)
All behavior falls into two categories- gain or escape
Trying to gain- teacher attention (two different behaviors- two different functions)
Trying to escape- work when it’s a new task (two different behaviors- two different functions)
The teacher’s reaction to the behavior determines whether it shows up again or not.

74. References
Alberto, P.A., & Troutman, A.C. (1990). Applied behavior analysis for teachers (Third Edition). New York: Macmillan Publishing Company.
Alberto, P., & Troutman, A. (2003). Applied behavior analysis for teachers (6th ed.). Upper Saddle River, NJ: Merrill Prentice-Hall.
Bambara, L.M., & Knoster, T.P. (1995). Guidelines: Effective behavioral support. Pennsylvania Department of Education: Bureau of Special Education.
Bandura, A. (1969a). Principles of behavior modification. New York: Holt, Rinehart & Winston.
Cosden, M., Gannon, C., & Haring, T. G. (1995). Teacher-control versus student-control over choice of tasks and reinforcement for students with severe behavior problems. Journal of Behavioral Education, 5,
Haydon, T., Conroy, M., Sindelar, P., Scott, T. M., Brian, & Marie, A. (2010). Comparison of Three Types of Opportunities to Respond on Student Academic and Social Behaviors, Journal of Emotional and Behavioral.
Lally, P., Van Jaarsveld, C. H. M., Potts, H., & Wardle, J. (2010). How are habits formed: Modeling habit formation in the real world. European Journal of Social Psychology, 40, 998–1009. doi: /ejsp.674.
 Marzoli D & Tommasi L (2009). Side biases in humans (Homo sapiens); three ecological studies on hemispheric asymmetries. Naturwissenschaften. DOI /s
Shores, R. E., Gunter, P. L., & Jack, S. L. (1993). Classroom management strategies: Are they setting events for coercion? Behavioral Disorders, 18, 92–102.

75. Pictures
All pictures were purchased through 123rf.com with the exception of Marvin the Martian owned by Laura Riffel