1. 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

2. 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

3. 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

4. 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.

5. 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

6. 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

7. How We Influence Behavior

8. ABC Data

9. ABC Data Practice

10. 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?

11. 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

12. 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)

13. 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!

14. 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)

15. 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!

16. References
Cooper, J.O., Heron, T.E., & Heward, W.L 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 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
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
O’Neill, R.E., Horner, R.H., Albin, R.W., Sprague, J.R., Storey, K., & Newton, J.S 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

17. Thank You!
Questions?